How To 10x Your Content Ideas With Sujan Patel From Web Profits

How To 10x Your Content Ideas With Sujan Patel From Web Profits Have you struggled to come up with content ideas about your niche that are significantly better than what’s already out there? Also called 10x content, this type of content is important for appealing to both search engines and the readers who are going to end up buying from you. Today’s guest, Sujan Patel, is the co-founder and GM of Web Profits, a growth marketing agency. He’s been quoted in Forbes, Inc, and Entrepreneur, among other publications, and today Sujan is going to talk to us about generating 10x content ideas that will help you succeed as a marketer. Some of the topics that you’ll hear about today include: What Web Profits is all about, what Sujan does, and other projects that he’s working on. How Sujan stays focused on 10x growth as evaluates content ideas, from brainstorming to the narrowing-down process, and how publishing fits into the 10x growth plan. Why it’s so important to publish lots of quality content, consistently. Sujan’s process for generating great ideas for content: How he comes up with ideas and how he makes sure it will be effective in terms of SEO. Some of Sujan’s favorite brainstorming methods and tips. Sujan’s best advice for a marketer struggling to come up with 10x ideas. Powered by PodcastMotor Actionable Content Marketing powered by By 00:00/00:00 1x 100 > Download file Subscribe on iTunes Leave Review Share Links: SujanPatel.com Web Profits Growth Mapping Podcast Quora ContentMarketer.io MailShakes Email Outreach Playbook Sujans Customer Delight Playbook If you liked today’s show, please subscribe on iTunes to The Actionable Content Marketing Podcast! The podcast is also available on SoundCloud, Stitcher, and Google Play. Quotes by Sujan: Quotes by Sujan: â€Å"Staying focused means saying no to a lot of things.† â€Å"One piece of content can be used multiple different ways when you apply different formats.† â€Å"If you’re writing things that are on par with what others are writing, go back and double that part. Go deeper.† â€Å"The best way to build a personal brand is to leverage blogging.†

Kindergarten Bigger and Smaller Math Lesson Plan

Kindergarten Bigger and Smaller Math Lesson Plan Students will compare two objects and use the vocabulary bigger/smaller, taller/shorter, and more/less to describe their respective attributes. Class: Kindergarten Duration: 45 minutes each during two class periods Materials: Cereal (Cheerios or something else with similar pieces)Used pencils and/or crayonsManipulatives such as unifix cubes and/or Cuisenaire rodsPrepared booklets (see below)Pictures of cookies or fruit in various sizes Key Vocabulary: more than, less than, bigger, smaller, taller, shorter Objectives: Students will compare two objects and use the vocabulary bigger/smaller, taller/shorter, and more/less to describe their respective attributes. Standards Met:  K.MD.2. Directly compare two objects with a measurable attribute in common, to see which object has â€Å"more of†/â€Å"less of† the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter. Lesson Introduction If you want to bring in a large cookie or cake to divide among the class, they will be very engaged in the introduction! Otherwise, a picture will do the trick. Tell them the story of â€Å"You cut, you choose,† and how that is how many parents tell their children to divide things in half so no one gets a bigger slice. Why would you want a bigger slice of cookie or cake? Because then you get more! Step-by-Step Procedure On the first day of this lesson, show pictures to students of cookies or fruit. Which cookie would they want to eat, if this looks good to them? Why? Highlight the language of â€Å"bigger† and â€Å"smaller† - if something looks yummy, you’ll want the bigger portion, if it doesn’t look good, you’ll probably ask for the smaller portion. Write â€Å"bigger† and â€Å"smaller† on the board.Pull the unifix cubes out and let students make two lengths - one that is obviously bigger than the other. Write the words â€Å"longer† and â€Å"shorter† on the board and have students hold up their longer stack of cubes, then their shorter stack of cubes. Do this a couple of times until you are sure that they know the difference between longer and shorter.As a closing activity, have students draw two lines - one longer, and one shorter. If they want to get creative and make one tree that is bigger than another, that’s fine, but for some that don’t like to draw, they can use the simple lines to illustrate the concept.On the next day, review the pictures students did at the end of the day - hold a few good examples up, and review bigger, smaller, taller, shorter with the students. Call some student examples to the front of the classroom and ask who is â€Å"taller†. The teacher is taller than Sarah, for example. So that means that Sarah is what? Sarah must be â€Å"shorter† than the teacher. Write â€Å"taller† and â€Å"shorter† on the board.Hold out some Cheerios in one hand, and fewer pieces in the other. If you were hungry, which hand would you want?Pass out booklets to students. These can be made as easy as taking four pieces of paper and folding them in half and stapling them. On two facing pages, it should say â€Å"more† and â€Å"less†, then on two other pages â€Å"bigger† and â€Å"smaller† and so on, until you have filled the book. Students should take some time to draw pictures that represent these concepts. Pull students aside in small groups of three or four to write a sentence that describes their picture. Homework/Assessment: Have students and their parents add pictures to the booklet. Evaluation: The final booklet can be used to evaluate the understanding that the students have, and you can also discuss their pictures with them as you pull them in small groups.

Marketing Myopia Essay Example | Topics and Well Written Essays - 750 words

Marketing Myopia - Essay Example Marketing Myopia, written by Theodore Levitt, was published in the Harvard Business Review. It won the McKinsey award in 1960. This is a business article that asks the question, â€Å"What business are you really in?† It talks about the strategy of doing business and marketing. Levitt argues that for a business to do better, focus should not be on selling products to customers. Rather focus should be on the customer needs and meeting those needs. According to the writer, most businesses that do not grow, or whose growth keeps declining have a management problem. This management is of the top executives of a company since they are the policy makers and implementers. For a long time, companies have been focusing on the kind of products they think suits the customers. This has led to failures of this company or stagnating growth, to say the least. Theodore Levitt is remarkably insightful in arguments about the failure of management. It is argued that the failure is with the top e xecutives whose work is to make policies. An example is given of the transportation industry, where railroad has been replaced by other means of transport that meet the needs of the customers. The railroad failed to meet the needs of the customer. This is because they had a wrong definition for their business, which is product oriented. They instead should have defined it as customer oriented. The second example is Hollywood, whose focus was in production of movies and not providing entertainment. They have since been overtaken by TV, which meets the needs of the customer by providing entertainment. Levitt’s other examples are of companies whose orientation is customer based. They are nylon and glass-based companies respectively. They have both customer and product advantages that emanate from their excellent technical competence. They apply this technical competence to make sure the products produced are of quality. The focus is on the customers’ needs but not on the product. They apply excellent technical competence to fulfill those needs. In his examples, Theodore Levitt compares different companies that are in different sectors of an economy. The writer is critical in arguing that there is an error of analysis in judging companies according to their products. Success of a company is not on the product, which is a narrow way of classification. Companies die because of a lack of imaginativeness in the management and a lack of will to fulfill the needs of the customer. A railroad industry lacks the imaginativeness to fulfill the needs of the customer, which in this case is transportation. This point is made clearly and shows that companies that have narrowed down their product line are doomed to fail for having a wrong business definition. This gives a serious point for management to think, evaluate their business strategy, applicability, survival, and plan appropriately. The writer argues intuitively that the success of a company is sometimes a ttributed to lack of competition. These companies have since gone under a shadow. Why is that? The dry cleaning companies have been replaced with other customer-friendly companies that discovered how to reduce the amount of dry cleaning required for clothes. The use of chemical additives and synthetic fibers is about to make dry cleaning obsolete. Another company that the writer examined is in the electric utilities. They have no competition, yet, they are not growing. This is because other companies are replacing electricity lines with a small cell electricity transmitter. Grocery stores, on the other hand, have been replaced with large chains of supermarkets. It is argued that the growth industry is non-existent. Arguably, there exist companies that create and capitalize on growth opportunities. The self-deceiving cycle thrives on the ever-expanding population, lack of competition, mass production, and product focus. A company can focus on mass production of goods to meet an expan ding populatio

Psychology of communications (Visual communication is the most Assignment

Psychology of communications (Visual communication is the most persuasive medium in mass communication) - Assignment Example The mass element derives its basis from recipients of the media products which include within it the people from different segments of life and are essentially undifferentiated individuals living within a society or varied societies globally. Within mass communication, the visual form of communication is indeed the most persuasive form that could possibly be derived. This is because the visual form of communication encloses the art and design elements that are deemed significant to the human eye which in turns let the brain notice the said artwork (Vuruskan, 2011). Visual communication is all the more necessary to understand because it depicts a meaning which is different from others. It adheres to the policy of bringing about a solid notion of long-lasting effect on the minds of the audience. This indelible impression is one that does more good than any harm for the sake of mass communication and specifically for the field of advertising. It would be a fact if stated that visual com munication is the success criterion upon which communication ranks are based (Ritterbush, 2008). Within the fields of marketing and advertising, the aspect of visual communication has attained greater heights than any other field imaginable. This is because visual communication has exponentially increased the chances of making the product more visible and apparent to the end consumers. They feel satisfied that their product is coming along in a reasonable way and the extent to which success could be achieved as far as its sales dynamics are concerned is something that holds a great amount of value for the marketers and advertisers. It is because of such tangents that the discussion on visual communication has been greatly increased with the passage of time, and same shall be the case in the times to come (Bassett, 2006). What is most essential here is an understanding that visual communication does bring in the eye impressions when it is sought after the most. It also fathoms the fa ct that visual communication is the end result that a marketer or an advertiser would like to have, and which shall be the cornerstone of his success when he is about to sell a product or a brand to the intended target markets. How these marketers and advertisers shape up their communication message is now a totally different proposition altogether. How they fix in the right words, visuals and the combination of other aspects and features used in visual communication is something that paves the way for the perfect blend of all these factors – a fact that is understood in hand by the people who matter the most within the realms of marketing and advertising. Also the manner under which these marketers and advertisers are trying to get their respective messages across to the target audiences is something that paves the way for coining and developing the visual form of communication at the end of the day. One shall agree with the perspective that the communication which is facili tated in terms of visuals is indeed the one that has the most mileage and value. It is for this reason that the psychology of communications banks strongly on the premise of visual communication, a promise that delivers for the sake of mass communication in the long run. What is even more important is the fact that visual communication does not hinder in the light of the comprehension of the end

Globalization Essay Example | Topics and Well Written Essays - 1750 words

Globalization - Essay Example The problem today is not that there is too much globalization, but that there is far too little† (Wolf 2005, p: 17). The citation was taken from Wolf’s book, which I downloaded from rapidshare. I can’t find the link now. But it is very famous and can be found in many articles. Check, for instance http://www.up.ac.za/dspace/bitstream/2263/5186/1/Bedford-Strohm_Public(2007).pdf Briefly, in this paper globalization is considered as a â€Å"process fuelled by, and resulting in, growing cross-border flows of goods, services, money, people, information, and culture† (Taylor 2004, p: 24). The article was taken from www.questia.com Here is full text of it: The truth about globalization. by Timothy Taylor To keep my economist union card, I am required every morning when I arise to place my hand on the leather-bound family heirloom copy of Adam Smith's The Wealth of Nations and swear a mighty oath of allegiance to globalization. I hereby do asseverate my solemn belie f that globalization, taken as a whole, is a positive economic force and well worth defending. I also believe that the economic and social effects of globalization are exaggerated by both its detractors and supporters. In media coverage of anti-globalization protests, "globalization" often becomes a catch-all term for capitalism and injustice. (Indeed, for some protestors, referring to capitalism and injustice would be redundant.) But economic globalization in fact describes a specific phenomenon: the growth in flows of trade and financial capital across national borders. The trend has consequences in many areas, including sovereignty, prosperity, jobs, wages, and social legislation. Globalization is too important to be consigned to buzzword status. One world? The degree to which national economies are integrated is not at all obvious. It depends on your choice of perspective. During the last few decades, international flows of goods and financial capital have certainly increased dr amatically. One snap measure of globalization is the share of economic production destined for sale in other countries. In the U.S. economy, exports of goods and services were 4.9 percent of the gross domestic product (GDP) in 1965, but 10.8 percent of GDP in 2000. From a global perspective, exports rose from 12 percent of world GDP in 1965 to 22 percent of world GDP in 2000. In round numbers, international trade of goods and services has doubled in about four decades. International financial markets are not tracked as easily as cross-border flows of goods and services. But by a variety of measures, they have also expanded considerably, especially in the last decade. Total assets held by U.S. investors in other nations nearly tripled from $2.3 trillion in 1991 to $6.2 trillion in 2000. Conversely, total foreign-owned assets in the U.S. economy quadrupled from $2 trillion in 1991 to $8 trillion in 2000. Annual global flows of "foreign direct investment"--that is, investment that crea tes a lasting management interest, often defined as more than 10 percent of voting stock in a company--rose from $200 billion in 1990 to nearly $900 billion in 1999. A 1998 survey by the Bank of International Settlements found that $1.5 trillion per day was traded on foreign-exchange markets. Since foreign-exchange trading has been growing at double-digit rates, its volume now must exceed $2 trillion per day. For many countries, international finan

Stereotypes and Prejudices Essay Example for Free

Stereotypes and Prejudices Essay Everyone uses stereotypes in one way or another. (CX) People tend to judge from their first impressions, but prejudices do not get very dangerous until they lead to stereotyping and discrimination. The victims of prejudices and stereotypes may lose their own individual personalities, and they retreat into their own groups. Both Chopin, in â€Å"Desiree’s Baby,† and Piercy, who writes â€Å"Barbie Doll,† bring up this problem in their writings. Chopin and Piercy write about stereotypes and prejudices because they want people to think about the devastating effects of stereotypes and prejudices. To develop their theme, they write about the victims of prejudice, how they are treated differently, and how they end up in life. (S) Appearances influence many people. One day, when Desiree stands â€Å"against the stone pillar,† Armand â€Å"ride[s] by and see[s] her there,† and he soon falls in love with her (Chopin 346). (CC) Not knowing much about her characteristics, Armand falls in love with Desiree, and he marries her not long after that, which can be seen by the fast transition in Chopin’s story. Similarly, the â€Å"girl child† in â€Å"Barbie Doll† is described by her classmate as having â€Å"a great big nose and fat legs† (Piercy 352). Piercy writes that although she â€Å"[is] healthy and tests intelligent,† she keeps â€Å"[going] to and fro apologizing† for her body (352). People care about how she looks more than what she has in her heart. Being victims of prejudices, the characters in Chopin’s and Piercy’s works are treated differently. The way that Desiree, her baby, and the girl child have to face prejudice is not identical. While talking to her daughter, Madame Valmonde does not stop looking at the child; in addition, she â€Å"[lifts] it and [walks] with it over the window that [is] lightest,† and she â€Å"[replaces] it beside its mother† (Chopin 346). No one uses â€Å"it† to call a baby, and Desiree’s son is regarded as an animal because he is not white. From being the â€Å"proudest father in the parish†, Armand turns cruel as he discovers that his child â€Å"is not white; it means that [his wife is] not white† (Chopin 347). (CC) Chopin brings readers back to the age of slavery, which is a shame in humans’ history; the slaves cannot live as humans because they are distinct from the majority of the Whites. (S) Obviously, being different is the end of their life. (CX) On the other hand, the girl child in â€Å"Barbie Doll† has a chance to live if she gives up her personality. The author writes that she â€Å"[is] advised to play coy, exhorted to come on hearty, exercise, diet, smile and wheedle† (Piercy 352). She is given a chance to live the life of a machine, not a human, which is programmed according to the social standards. â€Å"Her good nature [wears] out like a fan. So she [cuts] off her nose and her legs, and [offers] them up,† writes Piercy (352). The fact that she has a choice is ironic. Chopin and Piercy also come to the same ending for their characters. Desiree and the girl child finish their lives in the same way. Desiree does not take the â€Å"broad beaten road which [leads] to the far-off plantation of Valmonde,† but she walks â€Å"across a deserted field† (Chopin 348). Readers may ask themselves whether Desiree does not take or is not allowed to take the broad road. She disappears among the â€Å"reeds and willows†, and she never comes back (Chopin 348). Likewise, the girl child ends up her life â€Å"in the casket displayed on the satin she [lies] with the undertaker’s cosmetics painted on, a turned-up putty nose† (Piercy 352). â€Å"Is everyone satisfied? † asks Piercy. (CP) The victims of prejudice are not happy, so they choose the death to cease their misery. It is the time that people have to be aware of stereotypes and prejudices. Both Chopin and Piercy signify that stereotypes and prejudices are destructive. â€Å"Consummation at last† is a sarcastic way of Piercy to tell the truth (352). It is the consummation of people who judge others through appearances. (CP) Prejudice is no longer accepted in modern societies; however, it still exists in the nature of humans. Stereotyping prevents people from learning the real facts about themselves, and it allows them to discriminate and commit various crimes against all kinds of people. In pursuit of a better society, everyone should patiently fight against the unfairness of stereotypes and prejudices.

Effect of Low Income School on Parent Involvement Article

Effect of Low Income School on Parent Involvement Article (Smith 2006, p. 43) in her article has tried to measure the impact of strategies undertaken to involve parent in child education at a low income school using qualitative research methods. Aims of Article The main aims of this article are to: Define how a low-income school defines intentional parental involvement strategies Define effects of those strategies The Methodology The above article is done as a qualitative research. Qualitative research is done to gain a deep understanding of a specific event, rather than a description of a large sample of a population. It is also called ethnomethodology or field research. It helps create information about human groups in social settings. Qualitative research aims to provide a better understanding of a phenomenon through experience, correct reporting, and quotations of actual conversations. It aims to provide an understanding about how participants tend to interpret their surroundings, and how their interpretations influence their behaviors. The main methodology for conducting this research was conducting a study at a low income school whose new structure was replacing an outdated structure in 2002. During the planning stage of the school community members, parents and agency professionals were involved in development of the new school structure to cater for the needs of low income families and of programs to involve parents in students education at the school. The efforts were then measured using qualitative data collection methods such as participant observation, interviews and document reviews. Participant observation is a period of intensive social interaction between the researcher and the subjects, in the latter's environment. It becomes the full-time occupation of the researcher. Participant observers are trained in techniques of observation, which distinguishes them from regular participants. Interviewing is one of the most commonly used methods for gathering data in qualitative research. Qualitative interviewing is usually different from quantitative interviewing in a number of ways. Interviewing tends to be much less structured in qualitative research. In quantitative research, interviews are usually kept much more structured in order to provide a valid measurement of key concepts that can answer some specific research questions. In qualitative interviewing, deviating is encouraged to give insight into what the interviewee sees as important. This is however discouraged in quantitative research. In qualitative interviewing, interviewers can significantly change the schedule and guide of the interview. In qualitative interviewing, The questions of interview get detailed answers; in quantitative research the interview generates answers that can be processed and statistically analyzed quickly. Researchers supplement qualitative research methods such as interviewing and observation with gathering and analyzing documents produced specifically for the research at hand . As such, the review of documents is an unobtrusive method, rich in portraying the values and beliefs of participants in the setting. Sampling was done using snowball sampling technique. A snowball sample is anon-probability sampling techniquethat is appropriate to use in research when the members of a population are difficult to locate. A snowball sample is a sample in which the researcher collects data from the few members of the target population they can find, then they ask those members from whom the data is collected to provide information on the location of other members of that population whom they know. Snowball sampling hardly leads to a representative sample, but sometimes it may be the best option available. For instance, if you are studying people smoking cannabis, you are not likely to find a list of all the people smoking cannabis in your city. However, if you identify one or two people smoking cannabis that are willing to participate in your study, it is likely that they know other cannabis smoking people in their area. However snowball sampling can be avoided if data about something is readily available. Source: http://www.northumbria.ac.uk/static/images/schoolimages/ar_images/cetl/gilldavisondiagram1.jpg The Setting The setting for this research was Clark Elementary School which was situated beside a city park in a small community surrounded by large industrial complexes. Most of the residents in neighborhood were low income. During the 2003-2004 school year, 5% of the students were American Indian, 3% of the students were Asian, 7% were Black, 19% were Hispanic, and 67% were White. According to the Clark Elementary School website, as of October 1, 2003, the languages spoken were 79% English, 11% Spanish, 6% Russian, 3% Ukrainian, 1% Vietnamese, and 2% other. In 1998 the district began to build a new school in order to replace the old one. A advisory group was formed consisting of members from community organizations, government agencies, the local church, the neighborhood association, the Clark Parent Teacher Organization (PTO), educators from Elementary School, and school district personnel to provide input for development of new school. The school was finally completed in 2002. Data Collection This research was qualitative in nature. Data was collected from the participants in three ways: Observation Interviews Document Reviews Observation:The author acted like a participant observer for before and after school programs, Read and play programs and awards assembly to which all families had been invited. Interviews: Semi-structured, open-ended interviews were conducted with educators, family workers, and parents from Clark Elementary School. 4 administrators were interviewed including the principal, the district consultant, The family Liaison coordinator and the Family Services coordinator. 6 teachers were interviewed, 6 parents were interviewed. For interviews snowball sampling was used. Source:http://www.featurepics.com/FI/Thumb300/20090704/Interview-1236952.jpg Document Reviews: Documents reviewed pertained mostly to the development process for the new school. All materials collected during the design process were examined and all references to the school in the local paper were reviewed. In addition, the school website and monthly newsletters were reviewed. source:http://blogs.adobe.com/acrolaw/files/2011/01/00_quick_review_illustration.png Findings A Foundation of Understanding: Since the school architecture and its programs were developed keeping the opinions of the communities, parents and members of community associations. After the school opened teachers and staff were made to understand the life circumstances of school families. This helped teachers understand parents more and reduced the probability of teachers blaming parents when their children faced academic difficulties and instead has increased the desire for teachers to assist the children. A Broad Definition: A definition of parental involvement emerged at the school which recognized a wide array of behaviors of involvement such as receipt of social services or picking up food or clothing at Family Resource centre. These behaviors also included the learning activities families engaged in while at home. Creating Intentional Parental Involvement Strategies: The intentional parental involvement strategies were designed in two distinct ways: Strategies to Provide Services: During initial meetings after considering the needs of neighborhood families it was decided to make the school in a community center style so as to provide services for low income families. The family resource center in the school helped connect parents with the various activities in school and also provide them with many facilities including computers, free food and clothing provided by government agencies. Strategies to Enhance Parental Involvement: The Clark Committee had designed parental involvement plans based on broad definition of parent involvement and on foundation of understanding. These strategies included inviting parents to school conferences, family nights and access resources offered by Family Resource Centers. All these services were found to have a positive impact of parent involvement and hence positively impacted Clark Elementary School. Benefits of Parental Involvement: Interviewers described better parent involvement leading to academic success. Teachers found that students were more motivated and had better self confidence as a result of parent involvement. Parents also were found to have other benefits of involvement other than academic ones and they could feel themselves part of a community. Recommendations Following things are recommended in this study: In order to develop strategies for parent involvement in low income schools it would be better to input the advice of neighbors and interested agency representatives in order to understand the lives of people the school shall serve. If we can get a clear understanding of the lives of their school families, we ought to encourage definition of parental involvement which would acknowledge a wide list of parental behaviors that lead to academic success. Educators serving low-income populations must consider offering services to the families of their students, thereby bringing parents into the school buildings. Full-service schools can provide services based on the understanding of the needs of the neighborhood, intended to meet the needs of low-income school families. Educators should invite the input and participation of community agencies, businesses, and faith-based groups in any efforts to meet the needs of school families. Offering the opportunity to provide input can encourage them to own the process and make them have a long term participation in the process Educators need to accept that parents may not choose to be involved in education in commonly accepted ways. Conclusion The main point of the article is that a better understanding of the community needs is a must for forming a better definition of parent involvement for the community. Hence, Educators working in low-income communities need a willingness to learn about their student populations and a high degree of commitment to school families in order to better formulate parent involvement strategies in schools. The author has used qualitative research methods to show a relationship between better understanding of the community by the school for introducing steps to increase parent involvement at the college. However, the main problem lies here in the sampling for interviews. Here snowball sampling is being used. This should have been avoided as snowball samples are hardly representatives of target populations and are just used for exploratory purposes. Since data for teachers and parents could have been made available by the school I this case, Using that data could have lead to a better sample cou ld have been prepared that would have been more representative of the population at hand. As it stands the study can be considered a good starting point of research for introducing steps for parent involvement in low income schools. Bibliography Smith, J. G. (2006). Parental Involvement in Education Among Low-Income Families: A Case Study. School Community Journal , 43.