School Related Gender Based Violence - 1151 Words

Recent developments: Each child has the privilege to education and the advantages it brings. In the developing world, a training can change a youngster s life and help to break the cycle of poverty. In recent decades, global development efforts have focused on enrolling all children in primary school. Today, the test is to guarantee that kids can stay in school and advantage from a quality education. A major barrier to the achievement of quality education is the existence of gender-based violence in and around schools. School-related gender-based violence (SRGBV) refers to acts of sexual, physical or psychological violence inflicted on children in and around schools because of stereotypes and roles or norms attributed to or expected of them because of their sex or gendered identity. It additionally alludes to the contrasts in the between girls’ and boys’ experience of and vulnerabilities to violence. UNESCO The EFA Global Monitoring Report, UNESCO and UNGEI call for: †¢ National governments to incorporate SRGBV prevention, protection and accountability mechanisms into national policies and action plans. †¢ Better research and monitoring so that the prevalence of SRGBV, its impact on children’s education and the risk factors within different countries and contexts can be fully understood. †¢ Teachers, health workers, police, local communities, religious leaders and civil society organisations to work together – at the local and national level – to implement programmes thatShow MoreRelatedQuantitative Article Review: Violence in Schools1158 Words   |  5 Pagesï » ¿ Quantitative article review: Violence in schools Quantitative, as opposed to qualitative research is a data-driven exercise in which a population is scientifically analyzed using an experimental and control group: In quantitative research your aim is to determine the relationship between one thing (an independent variable) and another (a dependent or outcome variable) in a population. Quantitative research designs are either descriptive (subjects usually measured once) or experimental (subjectsRead MorePaper1299 Words   |  6 PagesA School Nurse’s Role with LGBTQ+ Youth: Making a Lifetime Impact Students who are lesbian, gay, bisexual, transgender, and other sexual and gender minorities (LGBTQ+) are at high risk for bullying, relationship violence and sexually transmitted infections (STI’s). They are often afraid to speak up for themselves because of prior or anticipated discrimination (Cornelius Whitaker-Brown, 2017). This paper reviews the literature related to risk factors and health care of LGBTQ+ youth, discussesRead MoreThe Theory Of Equality And Gender Roles1176 Words   |  5 PagesThe world one lives in it happens to grasp that all humans are designed as equals. This is far-off from reality based on how this society is operating. The principle of equality does not imply that everyone is the same, nevertheless that everyone should be treated as equals unless special circumstances apply. When it comes to the two sexes, everything that comes in its bounds is either biased intentionally or unintentionally, either way it continues. One could be aware of the ch aracteristics andRead MoreGender And Gender Violence1482 Words   |  6 PagesGender-based violence is the unequal power relationships between men and women. It includes rape, sexual assault and harassment, domestic abuse, and stalking. Gender violence reflects the idea that violence is often used to uphold structural gender inequalities. Gender violence includes all types of violence against men, women, children, gay, lesbian, and transgender people. Gender violence may be experienced differently based on the social variables of race, age, gender, social class or anotherRead MoreViolence And Masculinity Of South Africa1578 Words   |  7 PagesViolence against women is prominent in South Africa. Many women have been murdered by the hands of their partners or the average men you see on the way to work (Merten, 2017). This essay will discuss the relationship between violence, masculinity and femicide in South Africa. It will further use the key theoretical contributions of Feminist and Hegemonic Masculinity Theories in assisting us to understand violence against women in South Africa. Gender is a critical social issue as it is associatedRead MoreDe Beauvoirs â€Å"Woman as Other†1394 Words   |  6 Pagesâ€Å"Woman as Other† De Beauvoir’s â€Å"Woman as Other† lays out an elaborate argument on gender inequality; using the term â€Å"other† to establish woman’s alternate, lesser important role throughout her work, the author dissects and examines from its origin the female’s secondary position in society in contrast to man. Indeed, from the beginning of recorded history, the duality of man, by definition, positions woman at the opposing end of the spectrum in relation to her male counterpart. Even by today’sRead MoreCyber Bullying Is A Phenomenon That Has Largely Been Examined From The Perspective Of The Individual Essay1149 Words   |  5 Pagespeople, and my schoolwork suffered.† Germonotta, a previous straight A student no longer wanted to attend school, lacked focus, and was ashamed of who she was. Lady Gaga’s appearance at Harvard was the platform to show the evolving problem that is touching the nerve of the public, families, educators, and re searchers. Shortly after this appearance, Schott and Sondergaard (2014) wrote their book School Bullying: New Theories in Context in an attempt to answers the many questions that surround bullyingRead MoreGender Inequality And Gender Equality1673 Words   |  7 Pages Gender inequality Women are one-half of the world population they deserve equal opportunity as men because at the end gender equality is part of humanity progress. Many women around the world are treated less favoured than men not only in countries that have traditional gender role but even in societies that believe in equal right for both male and female. Gender inequality means unequal treatment or perceptions of individuals based on their gender. It results from differences in socially constructedRead MoreThe Culture Of Honduras And The Context Of Gender Roles, Education And Religion1657 Words   |  7 Pages In this paper, I will focus my research on the culture of Honduras and how the context of gender roles, education and religion are all influenced by rural versus urban spaces. The economic structure of this county heavily influences these topics. I will refer back to my interview with Monsel, a Honduran-American woman who moved to America at the age of 16 years old, and discuss both the simi larities and differences of this research relating to her own personal account. In Honduras, like a majorityRead MoreSchool Shootings : Research, Theory, And Policy1341 Words   |  6 PagesExploring School Rampage Shootings: Research, Theory, and Policy, Micahel Rocque examines the history of school rampage shootings in the United States, as well as the theories and policy developments that have followed. The article is sectioned into four main parts: 1. Historical context and notable changes of school violence/shootings from the 20th century to present; 2. Recent empirical research based on school shootings; 3. Popular theories that help illuminate the possible causes of school shootings;

Tips and Tricks for Getting Your Students Attention

One of the biggest challenges teachers face is getting and maintaining the attention of their students. Effective teaching requires this skill but it takes time and practice to learn. Whether you are just starting out or have been teaching for decades, attention-getting techniques can be helpful additions to your classroom. Here are 20 attention signals that will get your students listening. 20 Call-and-Responses Try these 20 fun call-and-responses with your students. The part of the teacher is bolded and the part of the students is italicized. One, two. Eyes on you.Eyes. Open. Ears. Listening.Flat tire! Shhhh (the sound of a tire losing air).Hear ye, hear ye! All eyes on the crier!Give me five. (Students raise their hands).Tomato (tuh-may-toe), tomato (tuh-mah-toe). Potato (puh-tay-toe), potato (puh-tah-toe).Peanut butter. (Students say their favorite kind of jelly or jam).Ready to rock? Ready to roll!Are you listening? Yes we are.Marco. Polo. Lets go. Slow mo (students move in slow motion, perhaps toward the carpet)!One fish, two fish. Red fish, blue fish.Break it down. (Students dance around).Hocus pocus. Time to focus.Macaroni and cheese! Everybody freeze (students freeze)!Salami (Stop And Look At Me Immediately)! (Students freeze and look).All set? You bet!Hands on top. That means stop (students place hands on head)!Chicka chicka. Boom boom.If you can hear my voice, clap once/twice/etc. (Students clap).Guitar solo. (Students mime playing guitar). Tips for Getting and Keeping Attention Always practice attention signals. Clearly explain how students are supposed to respond to each one and allow plenty of opportunities to try them out, then find out which ones they most enjoy and stick with those. You should also practice nonverbal strategies with your students so they learn to pay attention to visual cues as well. Let your students have fun with it. Say these cues in silly ways and let your students do the same. Know that they will get crazy when they get to play air guitar or shout, Everybody freeze! The objective of these signals is to get their attention but they also tend to have the added effect of boosting energy. Allow students to let loose momentarily when you call them to attention as long as they still do what they are asked. To keep your students focus once you have it, try some of the following strategies: Design hands-on lessons.Get your students up and moving.Vary participation structures and scenery.Use visuals often.Limit the amount of time you spend talking.Provide opportunities for cooperative learning.Allow your students to regularly share what they think.Play music, relevant videos, and other auditory supplements whenever possible. Expecting students to sit quietly and listen to you for several hours out of every day is not fair. If you find that they desperately need to refocus before you try to engage them in a lesson or activity, try a brain break to let them wiggle it out. Often, it is more productive to allow students some time to be wild than try to prevent them from feeling fidgety or restless.

Intrinsic and Extrinsic Motivational Strategies Free Essays

string(77) " the emphasis is furthermore not put on the culmination of the activity \(i\." The aim of this study is to explore how both intrinsic (i.e. perceived enjoyment) and extrinsic (i. We will write a custom essay sample on Intrinsic and Extrinsic Motivational Strategies or any similar topic only for you Order Now e. perceived usefulness) motivations can be use by team leaders to empower and motivate their teams to reach their fullest potential. Numerous theories were scrutinised in order to analyse the two theoretical concepts and their applicability to organisations. The outcome of the research suggested that there is no cohesive strategy, or â€Å"strategic fit† that would apply directly to a specific situation, instead it was conclude that in organisation creative people are motivated from within and respond better to intrinsic rewards than extrinsic ones. INTRODUCTION Since the 21th century, the study of motivation became one of the most complex and fascinating topics in organisational psychology (Muchinsky 1996). The different theories and conceptions about employee motivations and how leaders can use the available literatures to enhance their employee’s performance have been discussed by many researchers (e.g Krueger, 1996, Herzberg, Mausner snyderman 1993). Motivating people at work is a crucial component of organisational behaviors and psychology. Leaders can use motivation to improve the physical and well-being of the organisation and its human capital, as a logical approach to enhance productivity and profitability (Hatch, 2002). Motivation is the inner drive that makes people act in a certain way (Herzberg, 1987), and it goes by the saying that â€Å"a well motivated and satisfied employee performed better than unsatisfied employees†. Work motivation phenomenon The pursuit for higher motivations at all levels of works has seemed treacherous in almost every organisational perspective. The unpredictability of human character and variegated mind-sets in human nature has made this phenomenon a challenging philosophy for every manager and researchers. Theoretical discussions gathered from the generalised conceptions of motivation argued how a team of people in different circumstances can meet with different stimulus; and what are the factors that energizes human behaviors and how these behaviors can be manage or channels to different directions. During the 1930s, Lewin (1938) attempted to analyse some of the factors that affected employees degree of motivation, amongst the divergent set of factors examined, he came up with a suggestion that subject perceptions is the main cause for employees motivation and de-motivations. Studies done by Deci and Ryan (1985a) classify human motivations into two aspects, intrinsic and extrinsic motivation. The concepts of these two theories (intrinsic and extrinsic motivations) explain in details why a task is carried out and what type of motivational drive causes certain behaviours. The concept of extrinsic and intrinsic The concept of extrinsic and intrinsic motivation is quite problematic simply because the two theories work in opposition (Deci Ryan, 1985a). More straightforwardly expressed, intrinsic motivation is driven by a person’s internal interest and desire to do something, such as curiosity, enjoyment, and sense of challenge. Extrinsic motivation comes from outside a person, such as reward, promotion, or deadline (Amabile, 1997). Extrinsic motivational factors Extrinsic motivational factors refer to the performing of an activity in order to achieve an external goal. Noels (2002) cited Deci Ryan’s (1985a) self-determination theory which suggested that the external goals you strive for vary as to the extent of how much they are in fact self-determined. Extrinsic motivational factors serve mainly through monetary compensation, where wage, bonuses and result sharing are main applicators. When regard as such, an individual employment is merely a tool of satisfying direct or actual need by means of the money it generates (Frey and Osterloh, 2002). Monetary non-monetary motivational factors Non-monetary motivational factors simply refer to symbolic issues such as work promotion, rewards, development training courses, health benefits etc. A leader can use this approach to motivate team members as the need for employee recognitions are crucial. Such rewards can leave a symbolic effect on employees and group solidarity, which may ultimately enhance team performance (Lawler, 1990). Monetary motivation On the other hand, monetary motivational factors have a substantial cost of extrinsic value. A team leader can use salary/pay rise, bonuses or stock options to get people motivated within a team or organisation. Salary According to Maslow’s hierarchy of needs theory (1943) salary increment is a proactive way to motivate employees. Herzberg (1993) believes that salary belongs to hygiene factors and can prevent job dissatisfactions. Lowering salary or salary demotion can significantly de-motivate employee’s enthusiasm. A leader can use salary increments or other forms of monetary rewards as a major strategy to influence employee job satisfaction (Lawler, 1990). Bonuses and commission Many organisations have adopted the means of bonuses and commissions to motivate employees in the organisation so that they could create synergy and reach the organisation goals (Lawler, 1990). It is often used to reach short term goals in order to stimulate the employee to work harder right away. Bonuses and commission are vital strategy especially when calculating people performances and contributions towards the organisation success (Hatch, 2002). Collective individual A collective motivational factor mainly focuses on team performance targets. Leader can use this motivational factor to provide a team with a fair distributive justice; such as equal pays and bonuses. On the contrary, many managers use individual motivational factors to few members of the organisation and contingent on individual performances (Chen et al, 1999). In opposition to those provided to a group these tend to be very differential. Intrinsic Motivational factors Intrinsic motivational factors regarded as the core activities and motivators of job satisfaction. The person performing the task is motivated because he or she enjoys the challenge and is not pushed upon it by external reward or pressure. Intrinsic motivation occurs because it is said to provide satisfaction of inner psychological needs (Frey and Osterloh, 2002). These psychological needs can be divided into three essential aspects from which intrinsic motivation can derive from: Job satisfaction The phenomenon of job satisfaction ultimately derived from the two theories discussed in the above literatures; monetary and non-monetary factors. But more specifically, job satisfaction is more associated job enrichment, achievement, job security, well-being, work values, turnovers, responsibilities and autonomy (Mitchell et al, 2001). When job satisfaction is attained by an individual, the emphasis is furthermore not put on the culmination of the activity (i. You read "Intrinsic and Extrinsic Motivational Strategies" in category "Essay examples"e. the completion), but satisfaction is also obtained through the process resulting in the completion (Frey and Osterloh, 2002). Rewards The issue of rewards is one of the most complicated problems when creating a well functioning and motivating team. According to Hatch, (2002) rewards are major tools a leader can used to retain, attract, motivate and satisfy employees. The whole concept and essence of rewards is to improve effectiveness and efficiency. When leaders aligned rewards with the organisational goals, efficiency is enhanced (Stredwick John, 2000). And whiles organisational goals are achieved; it is likely that the employees achieved their own personal goals (Atkinson Anthony A et, al., 1997). It is quit complicating for leaders to rightfully suggest the rewards that would fit each employee within a team simply because people needs change as they enter new stages of their life/career (Hatch, 2002) Personal goals achievement It is not just organisational goals that are the only set targets by employees; people also aligned their own goals along with the organisation goals (Atkinson Anthony A et, al., 1997). Leaders in every works of life must assist and encourage their employees to set achievable personal goals to in order enhance their employees’ potential. Discrepancies and comparisons between the two theories Intrinsic versus extrinsic motivation Since analysts figured that employees are the key success factors to every organisation, different strategies had been outlined on how firms can get the best from their employees. However, there is no cohesive strategy or â€Å"one-fit-all-strategy† that will determine employees’ work motivation. In the late 1990s, Amabile’s (1997) investigates the comparisons and discrepancies between the two theories. Amabile’s research revealed that extrinsic motivation may combine with intrinsic motivation as a synergism instead of an antagonism under three conditions. Firstly, employees must be well devoted or be in a high intrinsic motivated state. A well devoted employee is like a loyal customer, regardless of the financial benefits or attractiveness; it is very unlikely that extrinsic motivation will undermine the intrinsic motivations. Secondly, Amabile tend to be versatile in his theoretical concepts. She suggested that some aspect of extrinsic motivation must adhere to. He cascaded extrinsic motivations into three different components, such as; informational and enabling and referred to them as synergistic motivators, which implies competences or improve performance like rewards, feedback, and recognition that confirm competence or provide information on how to improve work-related performance. And controlling motivator which is a directive approach and can executed when employees are being told on how efficient the work can/could have been done. Contrariwise, intrinsic motivations ignite a powerful inner drive or feelings of contentment that when employees meet their goals or undertaken activities they get total satisfactions. Frey and Osterloh (2002) further expanded the studies of in intrinsic motivations and suggested five critical aspects which intrinsic motivation can derive from. The more complex, challenging and demanding the activity, the more complicating it is to pinpoint the requirements in a hard-and-fast job description, the more crucial intrinsic motivation becomes.† (Frey Osterloh, 2002:21). Frey and Osterloh assumptions are: Firm-Specific Pool Resources Employee actions in an organisation have a tremendous ramification to the firm privies. Such actions may reflect and incorporate the company reputation, relationship with potential clients, corporate culture etc. In such circumstances, a self-centred employee with personal interest within an organisation may profit enormously from the organisation without making any contribution to the pool resources. It is quit difficult for leaders to satisfy or motivate such people; and their influences over other employees may de-motivate or hinder others work performances significantly (Konrad Pfeffer, 1990; Greenberg, 1990). In such case, well devoted employees that are motivated intrinsically will unify and support the firm-specific resource pool (Frey Osterloh, 2002). Multi-Tasking Employees are more intrinsically motivated when they are encouraged to explore and develop their potential, if they can perform multiple tasks within their organisation, (Frey Osterloh, 2002). Such strategy unites employees and open new doors to team spirit. Consequently, the higher complexity and diversity the work signifies, the more imperative the intrinsic motivation becomes (Holmstrom Milgrom, 1991). Fuzzy Tasking Whenever extrinsic compensation materialises, people mostly react unassumingly to the firmtarget goals. People will become unpredictable when they are faced with multiple alternatives and free choice among work targets; it is difficult to get them pursuing the challenging tasks (Frey Osterloh, 2002). The more financial incentives that are introduced to some people, the more effortless they become and they can also easily quantify tasks to facilitate the monetary compensation. Such behaviours are not favourable for a highly competitive company. The Transfer of Tacit Knowledge The transfer of tacit knowledge is one of the most essential elements of the core competence that differentiate a firm from its competitors. People are intrinsically motivated when they possesses more tacit knowledge than explicit knowledge (Polanyi, 1985) as this can enable them to work and support others with the information and knowledge they have. Creativity and Innovation Creativity and innovations can nurture and harness employee’s involvement and motivations significantly. Frey and Osterloh (2002) believed that when people are extrinsically motivated, it reflects a negative effect on the learning curve and the innovation processes. Amabile, (1996, 1998) support the concept and opined that extrinsic motivation can severely pressure employees to produce, since results often are demanded for the compensation to redeem. Left behind is an inaccurate and less meticulous result, which has been affected strongly by a monitored and less creative way of inventing (Amabile, 1996). Conclusion From all the analysis scrutinised above we can see that these two motivational theories are under researched and underexplored as there is no cohesive strategy or â€Å"strategic fit† that is directly applicable to a specific circumstances. The theoretical conceptions about these theories argued above; point out that employees are motivated when they are driven by either internal or external interest, or desire to do something. Hence human wants and mind-sets are variegated as they enter new stage of their life/career; it will remain a challenge for managers and researchers alike, to strategize the right rewards strategy that will applicable to all employees. However, from the analysis we can see that not all employees are intrinsically motivation, but creative people can seem to be more motivated from within and respond much better to intrinsic rewards that extrinsic ones. Depends on organisational specific; it is advisable that a team leader assess individual employees rewards needs and evaluate what strategies applicable for the team. How to cite Intrinsic and Extrinsic Motivational Strategies, Essay examples

Hamlet Ap Rhetorical Analysis free essay sample

Gladness purpose is to convince the general population that social media is not as dang errors to the status quo as many people are lead to believe. He creates a persuasive tone i n order to convince his readers that social media is not an an adequately effective tool in organizing social or political activism. Caldwell begins with the Greensboro satins, leaving the reader with a sense of pride that such radical events took place without the use of so Coal media. Caldwell begins his search of the social media by acknowledging many exam pleas of protests, and observes that in the absence of social media, the protests tend to be strop anger, more organized, and the people participating have stronger emotional bonds and investments. He explains to the audience by a large network based upon consensus instead of research, and argues that many activist movements have not succeeded when lacking a cent trial authority and hierarchy. We will write a custom essay sample on Hamlet Ap Rhetorical Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The outpouring of his intelligence he is able to gain trust and c irreducibility the readers to better persuade them of his argument. Caldwell deconstructs online protest and social activism, basically saying Two teeters and Bookmakers are engaged in the sense of a sacrifice made for social change. He refers to saying social media helps us organize differently , in ways that may not lead t o drastic change. The use of pathos he uses almost condemns people that contradict h IM to a loss of pride. The use of language he employs forces the audience to acknowledge hi s influence Of the knowledge he has. Caldwell inserts many examples of protests, and observes the absence of so Coal media in these events. He also implies some historic examples of activism, and determine ones the in. Reek ties related to social media and online acquaintances Seldom lead to high RI ski activism. Caldwell builds an argument that social media is not an adequate to 01 in large scale activism.