Read Emma Watsons 2016 UN Speech on Gender Equality

Read Emma Watson's 2016 UN Speech on Gender Equality Emma Watson, actor and UN Goodwill Ambassador, is using her fame and position with the United Nations to shine a spotlight on the problem of gender inequality and sexual assault at universities and colleges around the world. Watson made headlines in September 2014 when she launched a gender equality initiative called HeForShe with a rousing speech at the UN headquarters in New York. The speech focused on gender inequality around the world and the important role that men and boys must play in fighting for equality for girls and women. Speaking Out for Women In a more recent speech given at the UN headquarters in September 2016, Ms. Watson turned her attention to the gender double standards that many women encounter when they study and work at universities. Importantly, she connects this issue to the widespread problem of sexual violence that many women experience in the course of pursuing higher education. Ms. Watson, a proud feminist, also used the occasion to announce the publication of the first  HeForShe IMPACT 10x10x10 University Parity Report, which details the challenges of gender inequality and the commitments  to fighting them made by ten university presidents from around the world. The full transcript of her speech follows. Thank you all for being here for this important moment.  These men from all over the world have decided to make gender equality a priority in their lives and in  their universities. Thank you for making this commitment. I graduated from university four years ago. I had always dreamed of going and I know how fortunate I am to have had the opportunity to do so. Brown [University] became my home, my community, and I took the ideas and the experiences I had there into all of my social interactions, into my workplace, into my politics, into all aspects of my life. I know that my university experience shaped who I am, and of course, it does for many people. But what if our experience at university shows us that women dont belong in leadership? What if it shows us that, yes, women can study, but they shouldnt lead a seminar? What if, as still in many places around the world, it tells us that women dont belong there at all? What if, as is the case in far too many universities, we are given the message that sexual violence isnt actually a form of violence? But we know that if you change students experiences so they have different expectations of the world around them, expectations of equality, society will change. As we leave home for the first time to study at the places that we have worked so hard to get, we must not see or experience double standards. We need to see equal respect, leadership, and pay. The university experience must tell women that their brain power is valued, and not just that, but that they belong among the leadership of the university itself. And so importantly, right now, the experience must make it clear that the safety of women, minorities, and anyone who may be vulnerable is a right and not a privilege. A right that will be respected by a community that believes and supports survivors. And that recognizes that when one persons safety is violated, everyone feels that their own safety is violated. A university should be a place of refuge that takes action against all forms of violence. Thats why we believe that students should leave university believing in, striving for, and expecting societies of true equality. Societies of true equality in every sense, and that universities have the power to be a vital catalyst for that change. Our ten impact champions have made this commitment and with their work we know they will inspire students and other universities and schools across the world to do better. Im delighted to introduce this report and our progress, and Im eager to hear whats next. Thank you so much.

Scientific Hypothesis Examples

Scientific Hypothesis Examples A hypothesis represents an educated guess about what you think will happen, based on your observations. Before experimenting, you propose a hypothesis so that you can determine whether your prediction is supported. There are several ways you can state a hypothesis. The best hypothesis is one you can test and easily refute. Why would you want to disprove or discard your hypothesis? Its because this is the easiest way to demonstrate two factors are related. What are some examples of a hypothesis? Hypothesis Examples Hypothesis: All forks have three tines.Disproven if you find any fork with a different number of tines.Hypothesis: There is no relationship between smoking and lung cancer.While it is difficult to establish cause and effect in health issues, you can apply statistics to data to discredit this hypothesis or to support it, if the rates of lung cancer are the same between smokers and non-smokers.Hypothesis: Plants require liquid water to survive.Disproven if you find a plant that doesnt need it.Hypothesis: Cats do not show a paw preference (cat equivalent to being right- or left-handed).You could gather data about the number of times cats bat at a toy with either paw and analyze the data to determine whether cats, on the whole, favor one paw over the other. Be careful here, because individual cats, like people, might (or might not) express a preference.Hypothesis: If plants are watered with a 10% detergent solution, their growth will be negatively affected.Some people prefer to state a h ypothesis in an If, then format. An alternate hypothesis might be: Plant growth will be unaffected by water with a 10% detergent solution. What hypothesis would you use? Youre welcome to post a reply offering additional hypothesis examples or discussing the type of hypothesis you prefer to formulate and test.

Brief report that includes the data, the significance, and the cause Assignment

Brief report that includes the data, the significance, and the cause of the problem - Assignment Example It is clearly shows that there is a high rate of teen pregnancies, about 41%. The rate is very high and alarming and a cause for worry. The data also indicates that most of the teens are not prepared for the pregnancies, as evidenced by the large number of those carrying out abortions. The teens seem not be aware of the dangers of carrying out abortions neither are they informed about ways of preventing teenage pregnancies. The data also displays the general carelessness of the teens. Most of them have had pregnancies before and because they did not want the pregnancy, terminated it. They, however, continue to have risky sexual behaviors and get pregnant again. Some go to the extent of terminating more than one pregnancy. The behavior is sheer carelessness, because they should be able to learn from their previous mistakes. The data also shows there are some who were quite responsible and carried a pregnancy to term. They then have responsible sexual behaviors after that. Majority of teen pregnancies in Canada are a result of socio-economic factors. Most teens while in school put in a lot of effort with hopes of a better future, in either furthering their education or getting good jobs. However, along the way, some get discouraged because they see very few or no opportunities for them in the future and hence see no point in acquiring an education. Such students already have no need for staying in school and therefore opt to get pregnant and eventually drop out of school. They do not see why they should push forward childbearing for school (Bielski, par.10). Another cause of teen pregnancies is little, or no sex education provided to the students. While most of the pregnancies could be because of carelessness, others are purely out of ignorance. Most parents and teachers assume that as the students grow up, they will automatically get the information they need. Acquiring the information is not always the case, as some students are too shy

Jon Benet Ramsey Murder Essay Example | Topics and Well Written Essays - 1500 words

Jon Benet Ramsey Murder - Essay Example She was a little girl who died tragically at the hands of someone who treated her with disrespect and violence. The story of the investigation is clouded by the shadows of media that formed and shaped public’s knowledge and opinions, leading to more tragedy and sorrow that for quite some time, just never seemed to end. JonBenet Ramsey was six years old when in 1996 she went missing from her boulder Colorado home, only to be found eight hours after she was reported missing in the basement of her family. This tiny little girl became a cause, finding celebrity after death as her family was scrutinized, vilified, and sympathized with depending on the mood of the media that swarmed the investigation of her death. The child had been bludgeoned and strangled. The speculations about who killed her were first focused on her mother, her father, and her brother; although in 2008 they were all vindicated through DNA evidence (Pelisek). The story of the crime begins with JonBenet’s mother, Patricia, finding three yellow pieces of paper from which the first page informed her â€Å"Mr. Ramsey†¦we have your daughter† (Smith 3). The rest of the information included a request for $118,000, the same amount of a recent bonus that JonBenet’s father John had received and that they should not call the police. A threat was made against the child to encourage their cooperation with the kidnappers, that JonBenet would be beheaded if they failed to comply. The first thing that Patricia did was to call the police, at 5:52am December 26, and report her daughter as missing (Smith 4). The Boulder Police responded immediately, and the FBI followed quickly behind them, kidnapping being a federal offense and under the jurisdiction of the Federal Bureau of Investigation. In 1995, the FBI had reported only a handful of kidnapping cases, but 22,000 homicides, so the investigation of a kidnapping was not a routine activity, even for the FBI (Smith 4). The Ramseys br ought three people into the home as the authorities did their best to work the case. They called their minister, the family doctor, and a friend who was a lawyer. These three people arrived before the Boulder Police had arrived (Smith 5). During the time that the FBI was setting up for the encounter that John Ramsey would have with the kidnappers, the Boulder Police began to tour the home, finding the security system still on and with no tampering being evident. The perpetrator either knew the system intimately, or had the skills to circumvent the system (Smith 6). John Ramsey refused to let the police search the home without a warrant, but this may be more to do with the influence of his attorney friend, Fleet White, who may have for legal reasons been insisting that all be done with legal structures. The police suggested that Mr. Ramsey search his own house, and this is when he found his daughter, covered with a blanket, duct tape on her neck and mouth, and with a nylon cord aroun d her neck which had a stick twisted in it to use as a garrote. The child’s head had been bashed in and there were clear signs that she had been sexually abused because of blood and bruising that was evident. On the 27th of December, the police asked the Ramseys to all give investigative samples in order to rule them out as suspects in the murder. Hair, nails, and fingerprints were all gathered in order to keep as reference towards any of the evidence that the authorities could discover. Samples of handwriting were taken in order to compare

Responsibility for Personal and Professional Development Essay Example for Free

Responsibility for Personal and Professional Development Essay Effective personal and professional development is the result of co-operative and co-ordinating working at all levels in the University and also with the individual members of staff. At the strategic level the personal and professional development implications of strategy and vision must be recognised and resourced. Overall responsibility for the development and delivery of Personal and Professional Development policy and strategy rests with the Director of Human Resources and the Personal and Professional Development Unit. The Director of Academic Professional Development and the Academic Professional Development Advisory Group, convened by the Director of Human Resources, acts as a central focus for the co-ordination, planning and provision of a range of learning and teaching development activities. The Deans and/or Associate Deans for Learning Teaching, as appropriate, liaise with the Director of Academic Professional Development in order to consider appropriate ways in which development needs can be met, including delivery at department/section/unit or Faculty level, or through central delivery. The link between centrally delivered and Faculty-based development activities is supported by regular and ongoing contact between the Director of Academic Professional Development and Faculty contacts for Academic Professional Development, normally the Associate Dean for Learning Teaching. Heads of department/section/unit ensure that all staff employed in their area receive appropriate advice so as to ensure direct and substantial benefits are achieved for staff undertaking any development, support towards identifying their developmental needs through the review process and by other means, and ensure that adequate time is made available within workloads to allow staff to engage in identified and agreed development activities, as appropriate, to address these needs. Faculties and departments/sections/units are expected to expand upon the centrally delivered personal and professional development programme by making effective use of any monies devolved to them for this purpose. Day-to-day management of university-wide generic personal and professional development and training, as well as management training and development, is the responsibility of the Director of Management and Personal Development. Generic personal and professional development and training comprises those  activities which serve a widespread need in the university such that is efficient and effective to provide them centrally, either in-house, bought-in or externally provided, rather than ask departments or Faculties to source them. They include interpersonal skills, administrative skills and management skills. They do not include skills narrowly applicable to only one specialist function or discipline, which are best sourced through a department’s or individual’ s links, perhaps to the research community or a professional society.

Use of Symbolism in Death of a Salesman :: Death of a Salesman Essays

   Arthur Miller is recognized as an important and influential playwright, not to mention essayist and novelist. Although he has had plenty of luck in his writing career, his fame is the product of his ingenious ability to control what he wants his readers to picture or feel. As one of his critics states, "Miller writes ingeniously, conveying the message that 'if the proper study of mankind is man, man's inescapable problem is himself (Broussard, 306).'" Miller accurately puts into words what every person thinks, feels, or worries about, but often has trouble expressing. By the use of symbolism, Arthur Miller portrays Willy's (along with the other Lowmans') problems with family life, the society, and himself in Death of a Salesman. Arthur Miller is an interesting author in the sense that many of his plays reflect or are a product of events in his life. He was born in 1915 in New York City and was the son of a successful businessman, up until the Great Depression when his father lost most of his wealth. This greatly impacts Miller's life, and influences the themes for many of his future writings. To make ends meet at home, Miller worked as a truck driver, a warehouse clerk, and a cargo-mover; consequently, these odd jobs bring him close to the working-class type people that will later be the basis of many characters in his plays. It is while he is involving himself in these jobs that Miller forms his love for literature; he is greatly impressed by Fyodor Dostoevski's The Brothers Karamazov because it questions the unspoken rules of society, a concept he often wondered about, especially after the Great Depression. He believes that American society needed to be made over; for this reason, many of his earlier plays show sympathetic portrayals and compassionate characterizations of his characters. In 1956, Miller marries the eminent Marilyn Monroe. This event significantly affects his writing in that he focuses on female characters more than he had formerly. He also looked back at his prefigured themes in past stories and expanded or reconsidered them (Martin, 1336-7). Clearly, the roots of his works are the result of important events from his past experiences. Death of a Salesman is a play relating to the events leading to the downfall of Willy Loman, an aging salesman who is at one time prosperous, but is now approaching the end of his usefulness (Atkinson, 305).

Japanese Art Essay

For the GOY* project, I chose to visit The Pavilion of Japanese Art in the Los Angeles County Museum of Art (LACMA) and look at Japanese artworks, especially from the Jomon to Heian period. There were no event focusing on Japanese Art on LACMA, so I opted to join a Sunday tour of the Japanese art collection instead. Knowing at once that it would only last for 50 minutes, I wondered at first how the guide would condense the lecture of thousands of years of Japanese history and Japanese art, especially that it entails a lot of explaining and translating to do. But the explanations as we went along the way were brief and concise and focused on the artworks, but were enough for us to take note of. What I intended to focus on were paintings from the Jomon to Heian period of Japanese Art, but instead I took note of different forms of Japanese artworks which I found interesting. There were several pieces that caught my attention, but those that I focused on were a ceramic vessel from the middle Jomon period, Jizo Bosatsu, which is carved wood sculpture from the late Heian period, and Seated Warrior, a sculpture from the Kofun period. Japanese art on the Jomon period are mostly earthenware vessels, mostly deep pots made of clay. Potteries made from the Jomon period are characterized by rope markings, incised lines and applied coils of clay (Kleiner 91). These vessels, however psychedelically figured, have a variety of uses. They serve different purposes, from storage to burial (Kleiner 91). The vessels on the Japanese Art Tour on the LACMA mostly have textured bases, the incised rope markings very apparent, and have castellated rims. Japanese art on the Kofun period is completely different. According to the Minneapolis Institute of Arts Website, the art on this period is characterized by tombs furnished haniwa, or cylinders which are used as adornment for tombs on the era. The forms of the haniwa later evolved to simple geometric forms of houses, animals, birds, and other figures. The sculpture on the LACMA, however, resembles a Seated Warior form, hence, its title. The Heian period is characterized with artworks representing or illustrating Esoteric Buddhism (Kleiner, 2010). Most of the artworks are Buddhist deities sculptures carved from wood, to which people worship. The sculpture of deities were characterized by a wardrobe of a monk’s, and all of them stood on top of a lotus, which symbolizes rebirth, according to the tour guide. I have expected Japanese art to be intricate, except maybe those from the Jomon period. But it turned out that even from the Neolithic period, the Japanese already had a sense of aesthetics that their vessels are adorned with rope markings. For me, the abstract form of Jomon period art is its strength. The Kofun period art was indeed very interesting for me because the artworks were used to decorate tombs, and the decorations symbolizes the person in that tomb. Meanwhile, as expected, Heian art is deeply rooted on Buddhism, and has Chinese influences. At the end of the day, I realized that the evolution of Japanese art relied on what happened in Japan at the time these artworks were constructed. The colorful events strongly influences the frame of mind of the artists. History is what shapes art.

Causes of Tension Between Cuba and the United States Essay

On January 9, 1959, following their successful overthrow of the oppressive Batista regime, a band of freedom fighters, anchored by Fidel Castro, marched through the Cuban capital city of Havana. Upon his arrival, Castro immediately seized control of the Cuban government and declared himself the highest executive of the island nation, Premier of Cuba. In April of 1959, Castro visited the United States in order to gain support for his policies in leading Cuba. The majority of Americans warmly embraced Castro, â€Å"assuming that this charismatic leader would guide Cuba to democracy† (Cuba). Some Americans remained cautious in accepting Castro, however, primarily disturbed by his previously demonstrated socialist sympathies. In the following month, Americans were given reasons to become anti-Castro as the Premier took hold American owned sugar plantations, Cuba’s multi-national companies, and the nation’s petroleum holdings (Cuba). By the end of 1959, the nation beg an to show signs of Communist involvement. Communist affiliated groups took control of the nation’s military, bureaucracy, and labor movement, and Soviet interest in the island increased. In February of 1960, â€Å"Anastas Mikoyan, vice-prime minister of the Soviet Union, came to Cuba. . . . A major topic [of the meeting] was the Soviet Union’s purchase of Cuban sugar and [the Cuban] purchase of Russian oil† (Franqui 66). Following the meeting, the Soviet Union entered into a trade agreement with the USSR, causing the United States to drastically limit the import of Cuban sugar into the nation. In response, Cuba nationalized all remaining American properties and negotiated an expanded trade agreement and loans with the Soviets, causing the United States to break all diplomatic relations with the country (Cuba). Before the end of 1960, the USSR had begun sending military aid to the Cubans. (Cuba) â€Å"The U. S. government was by now convinced that Cuba had become a Communist state† (Dolan 92-93). The falling of Cuba into a Communist regime proved extremely important to the U. S., primarily due to Cuba’s proximity to the United States, only 90 miles. In addition, â€Å"there were reports that the Soviet Union intended to make a staging base out of Cuba for the  communization of the other Latin-American countries and rumors that construction projects inside Cuba appeared to be designed for launching missiles† (Rivero 170). To stop the spread of Communism in the Western Hemisphere, Americans felt that â€Å"the island’s government had to be toppled† (Dolan 93). Upon hearing from Cuban exiles that a great deal of unrest had been present on the island, Washington saw the time as ripe for an invasion attempt (Rivero 183). The U.S. government put the Central Intelligence Agency in charge of plotting the attempt, along with officers from the Pentagon. The goal of the CIA-planned attempt would be to mask American involvement in the coup, so that the United States could not encounter accusations of â€Å"illegally endangering the sovereignty of an established foreign government† (Dolan 93). The plan entailed using Cuban exiles to carry out an uprising, seemingly attempting to liberate their country. Following the planning of the invasion, the CIA utilized their Guatemalan bases in training 1,300 exiles (Dolan 93). News of the supposedly secret plan leaked to Castro, who â€Å"accused Washington of planning the worst sort of intervention in the island’s affairs† and damned the United States for â€Å"dropping the attitude of neutrality it had long professed in regard to Cuba† (93). The Premier put the island’s defense forces on alert and ordered them to prepare and be ready for an attack. On March 29, 1961, President John F. Kennedy gave the CIA permission to proceed with the launch the Cuban invasion. Changes were made to the plan however, the most important being the ban of U.S. air support of the campaign, excluding air attacks on three Cuban air bases (Rivero 184). Along with the ban came the necessity of â€Å"a simultaneous mass uprising by the Cuban people† (184); without mass popular support, the invasion was doomed to failure. Two days prior to the invasion, B-26 bombers attacked three crucial Cuban air bases, San Antonio, Cuba’s main base, Camp Liberty in Havana, Castro’s main headquarters, and the military airport at Santiago de Cuba (Rivero 184). A second wave of B-26 strikes was planned as well, but was called off by President Kennedy, who was suspected to have â€Å"felt that strong U.S. participation would threaten a war with Russia† (Dolan 95). The cancellation of the second group of air strikes left Castro with one-third of his air  force and the goal of destroying the entire air force unfulfilled. Two days after the air strikes took place, approximately 1,500 CIA-supported Cuban exiles landed near the Bay of Pigs. The men were accompanied by â€Å"old, unmarked American B-26 bombers that dropped leaflets urging the Cuban people to rise against Castro and join the attack force† (Dolan 93). The invaders assumed that the leaflets would draw the widespread support of Cubans unhappy with their government. In the three days in which the people would supposedly aid in holding off Castro’s forces, the invaders were to set up a provisional government and appeal for American help. From there, the United States would recognize the provisional government and intervene in overthrowing the Castro regime (93). The CIA plan assumed excessively, mostly due to the optimism derived from the agency’s previous successes in staging coups in Guatemala and Iran, and all of the invasion plans resulted in complete failure: â€Å"The expected assistance did not come from the island’s dissidents. On being hit by Castro’s air force, the attackers asked that U.S. Navy jets be sent to help them.† The planes, however, never appeared, due to the Kennedy-issued ban on U.S. air involvement (Dolan 95). After two days, Castro’s forces had thoroughly suppressed the attack, killing 150 of the men, and capturing approximately 1,200 of the attackers (95). According to the authors of Cuba and the United States: Troubled Neighbors, â€Å"Kennedy had never liked the idea† (Dolan 95) of an American-sponsored invasion of Cuba, mostly due to his belief that it would undoubtedly fail. The plan had been created under the Eisenhower administration, and Kennedy had little input in its creation. Nevertheless, the President allowed the â€Å"invasion† to occur, and â€Å"despite his opposition to the whole affair, he accepter full responsibility for its failure because he was in office at the time it was staged† (95). While Kennedy had been assured that the plan he approved would be both secret and successful, â€Å"he discovered too late that it was too large to remain secret and too small to succeed† (Wyden 310). Kennedy was greatly upset by the failure of the invasion, and he held himself personally responsible, for both the lives of the men who died as well as for the 1,200 men whom â€Å"his government had helped send to their imprisonment† (qtd. in 310). Kennedy viewed the failure as â€Å"the ultimate  failure of his career† (310), and from the defeat, â€Å"his prestige suffered a severe blow† (Dolan 96). About a year and a half later, however, â€Å"he was to regain that lost prestige† (96), in his impressive handling of the Cuban Missile Crisis. Works Consulted Cuba Exhibit – History. The Sixth Floor Museum at Dealey Plaza. 2001 . Dolan, Edward E., and Margaret M. Scariano. Cuba and the United States: Troubled Neighbors. New York: Franklin Watts, 1987. Franqui, Carlos. Family Portrait with Fidel. New York: Random House, 1984. Rivero, Nicholas. Castro’s Cuba: An American Dilemma. New York: Van Rees P, 1962. Sierra, J.A.. Timetable History of Cuba: After the Revolution. 27 Aug. 2001 < www.historyofcuba.com/history/timetbl4.htm> Wyden, Peter. Bay of Pigs: The Untold Story. New York: Simon, 1979.

Precocious Pearl Essays - English-language Films, The Scarlet Letter

Precocious Pearl Essays - English-language Films, The Scarlet Letter Precocious Pearl Children are, by nature, incredibly sensitive creatures. They can sense almost any emotion an adult might feel just by observing a particular persons body language and facial expressions. Such is the case with the youthful Pearl from the novel The Scarlet Letter, by Nathaniel Hawthorne. As the daughter of the adulteress Hester Prynne and Arthur Dimmesdale, the townspeople view Pearl as a demon in an angels clothing; as an imp who not only knows exactly what the letter A signifies on the breast of her mother, but as the demon who placed it there as well. Nay, Mother, I have told all I know, said Pearl more seriously than she was wont to speak But in good earnest now, Mother dear, what does this scarlet letter mean? -and why dost thou wear it on thy bosom? -and why does the minister keep his hand over his heart? She took her mothers hand in both her own, and gazed into her eyes with an earnestness that was seldom seen in her wild and capricious character This dialogue does not seem to be the words of a demon, but a child who is utterly curious about what the letter on her mothers bosom means. One must not underestimate Pearls intelligence though. In fact, Pearl is not the demon many consider her to be; instead she is intelligent and sensitive towards her surroundings and can thus understand much about the scarlet letter her mother wears. The neighboring townspeoplehad given out that poor little Pearl was a demon offspring; such as, ever since old Catholic times, had occasionally been seen on earth, through the agency of their of their mothers sin, and to promote some foul and wicked purpose. From this statement and many others similar to it throughout the novel, many readers are given the impression that Pearl is a possessed child. Before any type of statement can be made on Pearls intelligence or sensitivity, it is imperative for one to understand these references are an attempt on Hawthornes part to display to the reader a fragment of Puritanical Society. By no means is Pearl an imp. She is a curious child and, until one separates Hawthornes fictitious references towards Pearls demonic soul and Pearls true intelligent nature, a character analysis of Pearls identity cannot be created. Pearl is a living Scarlet A to Hester, as well as the reader, acting as a constant reminder of Hesters sin They also believe Pearl uses this information against Hester by constantly mentioning the letter in order to make Hester extremely uncomfortable. Pearl, throughout the story, develops into a dynamic individual, as well as an extremely important symbol - one who is constantly changing. Pearl is involved in a complex history, and as a result is viewed as different and is shunned because of her mothers sin. Pearl is a living Scarlet A to Hester, as well as the reader, acting as a constant reminder of Hesters sin. Pearl is the living embodiment of the scarlet letter because she forces Hester and Dimmesdale to accept their sins. The Puritan society looks at Pearl as a child of the devil, and a black hearted girl because she is the result of sin. Hester and Dimmesdale are both in the same situation in Pearls eyes. Pearl wants Hester to realize that she is not the worst person in the world before she removes the scarlet letter. Pearl wants Dimmesdale to accept his sin, and be part of their life publicly. With the rumor of Pearls impish nature dispelled, one can now study her inquisitive and sensitive nature. When Hester Prynne refuses to reveal to Pearl the identity of the young childs father, Pearls burning curiosity quickly ignites and forces her to scream out the following demand. Tell me! Tell me!It is thou that must tell me!This is not the only time Pearls curiosity sparked throughout the novel. In fact, there are many times where Pearl becomes inquisitive over one mystery or another; this next example is one of them. Why, what is this, Mother?Wherefore have all the people left their work today? Is it a playday for the whole world? In this situation, Pearl is overwhelmed by curiosity, as

How to Publish a Childrens Book in 6 Simple Steps

How to Publish a Childrens Book in 6 Simple Steps How to Publish a Children's Book: A Guide for First-Time Authors In the early 1990s, Julia Donaldson - a former busker and wife of a university lecturer - was approached by a publisher who wanted to adapt one of her songs for the BBC. With the release of A Squash and a Squeeze, Donaldson published her first children’s book at the age of 45, igniting a career that resulted in modern classics like The Gruffalo, Room on the Broom, and Stick Man.Donaldson had the edge over most first-time authors, in that she had a background in kid's TV. But how does a regular person - one with no connections to the arts - become a published author? In this post, we’ll show you how to publish a children's book and get it into the hands (and hearts) of young readers everywhere. First-time authors: How do you get your children's book published? 1. Know the marketKnowing your audience is essential when you’re writing your book and crucial when you’re selling it. The first thing an editor wants to know is whether it’s the kind of book they can sell. Homing in on your book’s target audience will also help demonstrate your understanding of the publishing business, which is something most editors want in a collaborator.What are the age ranges for children's books?Broadly speaking, children’s fiction is divided into four categories:Picture Books: under 5 years old, under 1,000 wordsEarly Readers: 5+ years old, 2,000 to 5,000 wordsChapter Books: 6-9 years old, 5,000 to 10,000 wordsMiddle Grade (MG): 8-12 years old, 30,000 to 50,000 wordsYoung Adult (YA): 12-18 years old, 50,000 to 100,00 wordsModern editors take word count quite seriously. They rarely have time to thoroughly edit the books they acquire, so if you’ve written a 200,0000-word middle-grade opus, most editors will think,  "Who needs that kind of stress?† and give it a hard pass.If you want to learn more about writing for each category in children's publishing, sign up for this free online course on Reedsy Learning. Research the marketYou want to see firsthand what bookstores are selling and promoting. Scanning Amazon's Best Sellers list is fine, but going into a Barnes Noble will give you a much better idea of ongoing trends. Brick and mortar stores still make up a large chunk of the children’s market and - more so than with adult books - most parents still prefer them over online retailers.As we mentioned earlier, regardless of whether they're self-publishing, children's authors are expected to do a significant share of the marketing work. 80% of the time, marketing "kidlit" is the same as marketing any other book. There are dozens of great book marketing ideas for you to mine - from creating a mailing list to running promotions with other authors.In this section, we’ll focus on the other 20%: the marketing techniques that are unique to children’s books.Reviews are even more importantParents rely more on reviews when buying books for their children than when theyâ€⠄¢re doing it for themselves. They want to see what other parents think, how other children have enjoyed it, and whether the subject matter is appropriate for their own kids.Even more so than with a self-published thriller or romance novel, a picture book with no reviews will really struggle to sell - and will be impossible to place in a library or bookstore. To learn how to get reviews for your book, check out this post.Look to online communities for influencers and a street teamBlogs, Instagram, Facebook Groups, Twitter, Reddit. These days, most parents of young kids are millennials. As a result, they will rely on the internet for almost any kind of recommendation (another generalization, admittedly).Search through Facebook for children’s book groups, or groups that might be concerned with the topic of your book. If you’ve written a picture book about firetrucks, you can bet there’s a Facebook group of people (or people with kids) who love fire trucks.Share p ictures of your book on Instagram or Twitter using relevant hashtags - ones that either deal with your book’s topic (#unicorns #firetrucks) or tap directly into your audience (#mommylifestyle #picturebooksaremyjam).Work with an influencerYou will have likely heard of the term "influencer," most commonly used to describe YouTube or Instagram personalities who get paid by brands to promote products. While it’s not a bad idea to reach out of any of these people whose interests align with your book, remember that influencers come in many forms!Yvonne Jones wrote a picture book about a monster truck (Lil’ Foot the Monster Truck) and to promote it, she reached out to Bob Chandler, creator of Bigfoot and originator of the monster truck sport. He liked the book and gave her a short review, which then helped get her foot in the door with various monster truck associations and blogs.Similarly, if you can identify someone who has some clout amongst people who might buy yo ur book, then politely reach out, introduce yourself and offer to send them a copy of your book.School visits!Most schools will welcome visits from authors - in fact, some schools even set aside an annual budget for it. So why not get in touch with an administrator or a librarian and ask what you can do for them? And if you’re doing the school visit for free, Jones suggests taking the opportunity to sell some copies.â€Å"Follow up your first email with a phone call to let them know that you visit local schools for free, in return for the school sending slips home, offering the chance to buy signed copies of the book.†Of course, there are plenty of other marketing avenues to pursue - many of which you can learn about on Reedsy’s free course on children’s book marketing.Are you an aspiring or experienced children’s writer? Share your thoughts in the comments below.

Identifying the Hypothesis Research Proposal Example | Topics and Well Written Essays - 250 words

Identifying the Hypothesis - Research Proposal Example Acemoglu and Robinson (2012) further explains that the definition of poverty by the government is always based on the total amount of income that an individual receives. For example, in the year 2014, the poverty level for a family of four people was set up at 23,850 dollars total income for the year (Hempel, 2014). The rates of poverty are always high in the inner cities and rural areas in comparison to the suburban areas. This paper examines the cause of poverty in America. Of particular interest to this paper, is the cause of poverty amongst the Hispanic communities. This paper asserts that the major cause of poverty amongst the Hispanic community is their immigration status. The Hispanics are the largest immigration groups in America, and some of them do not have legal papers that confirm their legal stay in the US (Shannon, 2014). This topic of immigration is very sensitive in the United States, and most presidential outcomes are always decided on the opinion that a presidential candidate has towards immigration (Hempel, 2014). This paper will analyze how this debate on immigration has led to a high poverty level amongst the Hispanics in the United