The History In To Kill A Mockingbird Essays - To Kill A Mockingbird

The History In To Kill A Mockingbird The History in, To Kill a Mockingbird. The book, To Kill a Mockingbird, by Harper Lee, has many different relations to American history. The book shows good examples of racism, working life, church, and many other things. The book takes place sometime in the 1930's. It's about two children named Jem and Scout. They are very imaginative kids always making up new games and other things to pass the time. In the beginning of the book they are obsessed with one of their neighbors, Boo Radley. They think that Boo is a crazy man that killed his parents. Jem, Scout, and their cousin, Dill, decide to go up and see if they can see what is going on inside the Radley house. Once they get up to the house they hear a noise and run off, but Jem loses his pants of a fence wire. The entire first part of the book is all about the kids trying to find out all about the Radley's. The second part of the book is about Atticus (Scout and Jem's father) defending a black man named Tom Robinson in court. Tom was accused of beating and raping a nineteen year old girl named Mayella. This is the section of the book with the most examples of American history. Everybody in the town of Maycomb looks down on Atticus because he is defending a black man in court. All evidence in the case shows Tom Robinson innocent, but he is still charged guilty because of the all white jury. The actual rapist was Mayella's father. In the end of the book, Tom is shot so that he wouldn't be found innocent. The part of the book that involves the most American history is the court case where Tom Robinson is found guilty just because he is black. There have been many similar cases to the Tom Robinson trial during this time in history. Most black men would have a very slim chance of being found innocent just because of their race, and the white majority. Another good example of American history in To Kill a Mockingbird, is the way the churches were run. The white people would go to their church every Sunday and worship much like the people do today. The real American history is in the black church. In the black church, very few of the people had the ability to read, so they didn't have any hymn books. One person would start singing a hymn and the entire church would stand up and join in, singing and clapping. The people in the black church during that time were always looking out for each other. In the book, when Tom Robinson was in jail, the black church began collecting money to help support his family while he was away. If they didn't collect enough money the first time the tray was passed around, it would keep going around till the goal was met. These are some of the big relations between Harper Lee's, To Kill a Mockingbird, and real American history. It was a good book, and very accurately written to actual American history. American History

woman in nigeria Essay

woman in nigeria Essay woman in nigeria Essay Woodland Football Team The Woodland football Varsity team is more than just â€Å"a team† to most. To man it is a family, like a group of brothers! People can misunderstand how much more than just a sport football can be. Football is one of the most popular sports in America and it is not only known for how close a team bonds but a protection for one another like a brother. Football is also greatly known for the amazing physical contact of the sport. Football is more than just a sport, it’s a way of life because you can learn so much from it such as to keep pushing yourself, and work together as a team. Many people speak, and spread rumors of how we are not a very good type of role-model to look up too because many believe we are jerks. This however is way off and not true! I will admit none of us are perfect, but then again who is? We are all average students at Woodland high school. Most however are actually motivated to get better grades than most. This is because to even play on the team there are grades we all must have so this is the extra push that helps us achieve such high academic goals. On top of that succeeding in the sport and academically in high school will help us get into college. As a team we go through losses, wins, and practices in the blazing hot sun that’s way harder than most can believe. After two hours of continues hard sweaty work, any man would just want to give up and quit, but we pull together as a team to finish practice strong and conquer the game. Before every home game we have delicious bonding team dinners, and stay close together every day a t lunch. The locker room has been the place we’ve had some of the best times, in cheer and dancing, to teammates in tears from defeat. But no matter what the setting is, we go through it together, as a team, a community, and a family. All these experiences bring us close together to accomplish one goal, defeat the opponent

Personal Statement on a subject of Social Injustice in the US and why

On a subject of Social Injustice in the US and why you want to be an intern with GO Project - Personal Statement Example My aim shall be to provide avenues in which children are recognized in society. This means allowing children to be aware of their environments while at the same time enabling them survive in societies that limits their freedom. Child negligence remains a problem in the 21st century and it is up to the society to change this fact. There is need to focus on how to equip children with the required knowledge to survive current societies. My ambition is to create a generational change where society will embrace and treated children equally. Empowering children will mean securing their future hence creating a responsible society. My passion for children will prompt me to develop mechanism that allow children to access basic education and enhance their skills and talents. The future of these children is paramount to any development agenda. They have the potential to transform the society and my aim would be to ensure they achieve these

Galileo's Daughter underlying devotion to her father Essay

Galileo's Daughter underlying devotion to her father - Essay Example Since all the three of Galileo’s children were illegitimate, he knew it would be difficult to marry them off, which is why he sent two of his daughters to convents, to become nuns. Born Virginia Galilei, Galileo’s eldest daughter was a great source of support and encouragement to him. She later assumed the name of Suor Maria Celeste, at the San Matteo Convent, Arcetri. Evidently, she couldn’t retrieve information about the outside world and her correspondence with her father allowed her to learn and obtain news from outside. Galileo’s daughter was of brilliant intellect and often offered suggestions and advice to her father, when he seemed in a chaotic mindset or demoralised. The letters have been written using endearing terms and portray the great love and respect that Maria Celeste had for her father. The discussions revealed the deep interest she had in her father’s scientific work, wherein she often offered her opinions. Besides this, they also discussed extensively on health remedies and other family issues. In these pages, Maria Celeste is revealed as lively, insightful, ingenious. In the convent, she served as an apothecary, having learned the trade from "the nuns and visiting doctors who staffed the convents infirmary" (p. 325). Sobel speculates, however, that she learned to read and write in Latin and Italian under her fathers tutelage. Indeed, "no one at San Matteo surpassed her in language skills. Even the abbesses sought her out to write important letters of official business" (p. 325). In Sobels view, it is Suor Maria Celeste --- far more than her cloistered younger sister or her wayward, undisciplined brother --- who met Galileos match in intelligence, insight, devotion, and wit.

For developing nations, tourism has been seen as the road to Essay

For developing nations, tourism has been seen as the road to development. Choose one area and identify the specific benefits and cost of tourism to the area. Th - Essay Example The income generated from these tourists, in turn, facilitates the countries to meet the conservation costs of these cultural assets. However, an accelerated development in the tourism leads a country to pay great costs associated with the sustainability of its national heritage. Therefore, tourism brings both benefits and costs to a country. Singapore is one of those developing countries that are benefiting a lot from the growth of tourism industry. This paper sheds light on various costs and benefits associated with the cultural tourism in the country, in particular, the costs that the country is paying for its quest to commercialise the industry in the competitive tourism market. Cultural tourism is one of the rapidly growing fields of tourism that are becoming more and more attractive for travellers across the globe. Tourists’ destinations in the developing world such as Singapore, Malaysia, Thailand, Hong Kong, India etc are especially known for their cultural attractions for the visitors coming from the developed world. The profound importance of culture in the tourism lies in the innate quest of human beings to inquire into cultural assets and values of different countries, in particular, those that serve to be the remnants of historical traditions. There happen to two general categories associated with cultural attractions at a tourist’s destination. The first one refers to ‘tangible heritage’ that includes landscapes, physical assets and properties, whereas the other one falls into the category of ‘intangible heritage’ constituting norms, values and mixes that various cultures shares (Saunders, 2004). Developing countries, in particular the Asian region is richly endowed with cultural heritage that attracts tourists from different corners of the world to these places. This has particularly led to the enormous development of countries in the East Asian region. However, as tourism leads to modernisation, this development is

The Importance Of Accuracy And Fluency

The Importance Of Accuracy And Fluency Accuracy and fluency are two key components of second language acquisition. In todays world, it seems that learning the usage of grammar and focusing on accuracy are emphasized by many language students over fluency. This topic of accuracy and fluency has been a controversial issue that has been discussed for many years. Although some formalists argue that learning a language means learning forms and rules, some activists take a different view and claim that learning a language means learning how to use a language (Eskey, 1983). Thus, this essay will argue that accuracy is not necessarily more important than fluency. It depends on learners needs and the purpose of instruction in second language acquisition. In order to demonstrate this, this essay will first focus on the importance of accuracy and fluency in English learning and show that they are both essential by looking at two different teaching methods. Second, it will turn to discuss both accuracy and fluency in term of learner goals, learner variables and instructional variables. Third, it will suggest what language teachers should do to deal with the issue and find the right balance between them. The importance of accuracy and fluency In this section, it will be argued that both accuracy and fluency are needed in second language acquisition. There has been much discussion about these two components, with arguments put forward in support of either one of the other. However, it will be shown that neither component is useful without the other. Early teaching methods promoted accuracy over fluency. For instance, the Grammar-Translation Method has been used by language teachers for many years. It is the traditional style of teaching method emphasizing grammar explanation and translation (Cook, 2001). In such a method, it is important for students to learn about the form of the target language. The role of the teacher is the authority. Students merely do what the teacher says and learn from the teacher, and many students consider that correct answers are essential. If they make errors or do not know an answer, it is the teachers duty to supply them with the correct answer. However, accuracy cannot be regarded as enough in language learning. According to Larsen-Freeman (2000), in the Grammar-Translation Method, the language that is used in class is mostly the students native language. In this case, there is much less attention to second language speaking and listening. When it comes to speaking and listening skills, fluency needs to be taken account in language learning. For this reason, other methods have emphasized fluency in language learning. It is clear that these approaches are built on learning the use of language not on learning the usage of it. For example, compared with the Grammar-Translation Method, Communicative Language Teaching (CLT) emphasizes the process of communication rather than just focusing on language forms (Larsen-Freeman, 2000). Since the concept of CLT places an emphasis on fluency, errors of form can be seen as a natural outcome of the development of communication skills. Another argument in favour of fluency is the implementation of language in an authentic environment. In the real world, language is mostly used to express feeling and thought (Eskey, 1983). When there is a purpose to exchange meaning, fluency is the key element during communication. While communicating with each other, foreign language learners often encounter the difficulty, that is, what they know how to say does not achieve their communicative intention. In order to bridge the gap of such discrepancy, learners may use communicative strategies, such as prediction to make the communication successful. This is because if communicators are in the same context, one may predict what the other is going to say next. For example, before the 2008 Olympic Games in Beijing, taxi drivers in Beijing were trained in order to obtain English speaking ability so that they could communicate with foreign tourists fluently. In this situation, although the taxi drivers were poor at grammar rules, they still can communicate with foreigners. This is because the driver can predict where the foreign passenger will go since their destination may be related to the Olympic Games. In this case, although some grammatical errors exist, communicators can still understand each other because they are in the same context. When listeners can not understand what speakers mean, they usually predict the following conversation and provide immediate response with speakers in the process of meaning negotiation. However, it must be remembered that the achievement of this level of communicative competence does not mean an equal one of grammatical competence (Eskey, 1983). As Eskey (1983: 319) claims, fluency in a language is no guarantee of formal accuracy. A realistic concern is that focusing on fluency may cause the significant effect on accuracy. According to Eskey (1983: 319), rewarding a learners fluency may, in some cases, actually impede his or her achievement of accuracy. For example, in order to get meaning across, language learners find the words, but they either pronounce them wrongly or put them together inappropriately. Such problem happens due to the fact that they can speak English continually but express themselves poorly. Thus, although accuracy is not enough by itself, it is still considered as necessary in language learning. Although learners can still communicate the message to make sense without correct form, it can not be denied that in order to use the language, learners still need to be able to convert linguistic forms into the ability to actually use then. Therefore, when using CLT approach, correcting for accuracy will still be offered by teachers. Although prediction in communicative context may benefit successful communication, fluency is not enough in this circumstance. Without accuracy, misunderstanding may occur because of misspelling, poor pronunciation and grammatical structures. It is therefore clear that as language teachers, both fluency and accuracy must be equally concerned in teaching students to use a language. The elements towards focusing on accuracy and fluency As the first section has mentioned, both accuracy and fluency are needed in the process of language learning. In this section, it will be argued that although these two components are equally necessary, there are three elements that may influence focus on them. The first element to consider is learner goals. It is suggested that many ESL teachers facilitate their students to develop communicative competence to really use the language for authentic purpose. Nonetheless, what students learn from the teacher may not be the outcome that the teacher supposes them to acquire. For example, if Thai children learn English in a rural Thai village, the outcome of language achievement may not all be positive. This is because these children do not need to use English as a tool in their daily life. In contrast, if Thai children learn English in order to sell products to foreigners, then there may be concern about a purpose for communicative competence. Moreover, if they want to pursue higher education in England, accuracy needs to be focused in language learning. Therefore, it seems that the need for accuracy and fluency relates to what goals learners want to achieve. It is considered that learner variables are also a key element which influences the focus on accuracy or fluency. According to Celce-Murcia (1985), a strategy guideline is provided to assist teachers in determining what degree they ought to focus on form in their own classes. In his study, learner variables include age, proficiency level and educational background. It is noted that every individual learns in different ways. Compared with adolescents and adults, young children seem to be more holistic in learning a concept instead of doing apparent analysis. This is because they are too young to analyse the structure of a language. Therefore, if young ESL learners are taught, it is most likely that little grammar instruction is needed. However, if the students are adolescents or adults, focusing on form may be more important. It is also suggested that education level is relevant to focus on accuracy or fluency. This is because teaching learners with preliterate level differs from teaching ones with literate level. If adults are at the level of beginners with little formal education, then focusing on form will be less important while fluency is the top priority. On the other hand, if the learners are at the intermediate or advanced level and are well educated, accuracy may be required and it may be necessary for the teacher to provide some feedback relating to form correction in order for them to make progress. Therefore, focusing on accuracy is not enough, fluency still needs to be concerned in terms of learners age, proficiency level and educational background. Moreover, instructional variables can be seen as the third element, which includes skill, register and need. It is suggested that the need of focus on accuracy and fluency also changes according to the purpose of the instruction. For instance, according to Celce-Murcia (1985), when the teacher is teaching receptive skills, such as listening or reading, the emphasis on form will be less important, since these skills require competence primarily in word recognition. Nevertheless, this does not mean accuracy can be neglected, because when knowing grammatical structure, learners can build up logical connection between sentences, which facilitates both listening and reading comprehension. On the other hand, if the teacher is focusing on productive skills, such as speaking and writing, then formal accuracy will become an essential concern. In addition, it has to be remembered that fluency is still needed for communication purpose. This is because if the teacher is offering a conversation class which purpose is for learners to really use the language to communicate with others, then fluency will be emphasized. Furthermore, if the learners immediate need is survival communication, formal accuracy is less focused. On the other hand, if the learner wants to use the language in a professional field, such as writing an academic essay or being a diplomat, then a high degree of formal accuracy is essential. The higher the stakes, the more likely that accuracy will be important (Eskey, 1983: 318). Therefore, it is clear that both accuracy and fluency are needed and whether focusing on accuracy or fluency depends on learner needs and course objectives. Approaches of finding balance between accuracy and fluency a) Course design and needs assessment Based on these three elements mentioned above, it is suggested that teachers should find the right balance between accuracy and fluency. Eskey (1983) argues that: Teachers must be prepared to deal with students who know grammar rules but can not speak the language fluently; likewise, they must also be prepared to deal with students who are fluent but not accurate (Eskey, 1983). In order to balance accuracy and fluency in language learning and teaching, it is suggested that both these components need to be taught in the process of learning situation. Thus, in this section, it will suggest methods of keeping a balance between accuracy and fluency in term of course design and needs assessment. It has been argued that many language learners have learned grammar rules, but when they want to express themselves, they do not have enough authentic experience of using languages (Celce-Murcia, 1985). Such result may be due to the fact that teaching materials does not provide learners with the context relevant to the communicative situation. In order to solve this problem, Celce-Murcia (1985) suggests an integrating grammar instruction into a communicative curriculum providing purposeful task-based discourse samples. For example, for the general purpose language learners, their beginning level course may start with teaching grammar-meaning correspondences, such as present tense versus past tense. By giving the time frame, students can easily distinguish the difference between these two tenses. After that, students are then taught grammar-function correspondences, such as the tone of must is stronger than need to. As soon as these two basic levels have been established, the teacher can offer discourse-level grammar, such as use of conjunctions. In this case, students not only acquire the grammar rules which focus on accuracy but also apply it for purposeful discourse which focuses on fluency. By this course designed to integrate form, meaning and content, it is possible for learners to balance accuracy and fluency in the communication (Celce-Murcia, 1985). However, there is a simple question about why learners need to balance accuracy and fluency. The answer to this question relates to English for specific purpose (ESP). According to Hutchinson and Waters (1987), courses should be designed to meet learners needs. This may suggest that language teachers should note which learners need more attention on accuracy or fluency. To achieve this goal, for instance, teachers need to gather information about learners needs on accuracy and fluency and identify their target situation by using questionnaires, interviews, observation and informal consultations with learners before a course. Having done this, teachers analyse strategies required to cope in target situation, and then create syllabus which is a document saying which aspect needs more effort on accuracy or fluency. After that, select and design materials to focus on these strategies in syllabus. Finally, after teaching the materials, teachers establish evaluation procedures to test lear ners acquisition of accuracy and fluency (Hutchinson and Waters, 1987). b) Evaluation and feedback In this section, it will be argued that course design and needs assessment are not enough. The evaluation and feedback afterwards from learners can also help teachers find the right balance between accuracy and fluency. Evaluation can be defined as a whole process of action which begins with decision of information gathering and ends with change in current courses or influence on future ones (Dudley-Evans and St John, 1998). According to Hutchinson and Waters (1987: 145), an ESP course, after all, is supposed to be successful. This is because it is designed for particular learners to achieve particular objective with language level of accuracy and fluency. There are two levels of evaluation. The first one is learner assessment. Students performance is assessed at strategic points, such as at the beginning and at the end of the course. This is because ESP concerns with the necessary skills for particular learners to carry out communicative tasks. This kind of assessment enables teachers to determine how much focus on accuracy and fluency is needed (Hutchinson and Waters, 1987). As ESP teachers, they need to consider if the objectives are too ambitious for learners. If so, the learners initial language competence may be overestimated. For example, a teacher designs a syllabus by analysing students needs. Students are expected to present written work and make an oral presentation in accurate English. After teaching, the teacher may find that serious weakness in grammar leads to unclearness of students oral presentation. Although the course contains the objectives of achieving certain level of accuracy and fluency, perhaps students achieve more on either one of them, and then students will require more specific help by teaching both accuracy and fluency used in the context relevant to their needs. The second one is course evaluation by learners. This helps teachers to demonstrate how well the course actually meets a particular educational aim. Therefore, evaluation not only reflects learners performance on accuracy and fluency during the process of learning but also shows how effective students feel the course was. In this case, if they feel the ESP course fails to meet their goal, then there must be something wrong with course design or methodology. It is therefore clear that both learner and course evaluation have a similar function in providing feedback on the ESP course (Hutchinson and Waters, 1987). Moreover, the feedback of the learning outcome is essential not only for students but also for teachers. This is because feedback reflects students learning achievement on accuracy and fluency and the effectiveness of teaching. Therefore, how to evaluate learning and teaching to obtain feedback is important to teachers. In order to find the balance between accuracy and fluency, evaluation and feedback are essential not only at the beginning of the course but also after the instruction. Conclusion In conclusion, although accuracy has been emphasised by many language students, as the three sections mentioned above, it can clearly be seen that both accuracy and fluency are important at different needs for different people of different priorities. Despite the fact that some arguments show that accuracy is essential for learners to acquire linguistic form to produce the language, this is not enough. Fluency is still needed considering the language implementation in an authentic environment. This essay has suggested that both accuracy and fluency are needed in second language acquisition. Whether to focus more on accuracy or fluency depends on learners needs and course objectives. Therefore, language teachers can find the right balance of accuracy and fluency by using an ESP approach to design courses relevant to the needs and objectives. Thus, these courses can maximise the effects of teaching and learning through evaluation and feedback. Although ESP can solve this problem, teachers ability to design the course should be taken into consideration. Therefore, it is suggested that teacher training program is certainly necessary and the real development may be made in the future.

Vengeance in The Count of Monte Cristo Essay -- The Count of Monte Cri

Vengeance in The Count of Monte Cristo The corpse of Madame de Villefort lay stretched across the doorway leading to the room in which Edward's lifeless body resided. Eyes filled with tears, the miserable M. de Villefort revealed the sorrowful scene to Dantes. After beholding the results of his revenge "Monte Cristo became pale at this horrible sight; he felt he had passed beyond the bounds of vengeance, and that he could no longer say 'God is for and with me.'" Set in France during the turmoil of the Napoleonic Era, The Count of Monte Cristo is an intricate tale of obsession and revenge. Alexander Dumas uses brilliant language and spell binding characters in order to weave the plot together to form a masterpiece. Falsely accused of treason, Edmond Dantes, a young sailor with a promising future,is arrested on his wedding day and imprisoned on the island fortress of the Chateau d'If with no hope for release. Dantes is the victim of the envy of Danglars, the lust of Fernand, and the political ambition of Villefort. The selfishness of these three men separate Dantes ...

Doctor & Management Essay

This course applies the tools available to University of Phoenix graduate students and the competencies of successful managers to understand the functions of business. Students develop an increased awareness of their own perceptions and values in order to manage and communicate with others more effectively. Other topics include MBA program goals, argument construction, decision making, collaboration, and academic research. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents (both located on your student website): †¢ Academic Policies †¢ Instructor Policies University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Objectives and Standards Not Available Get Ready for Class †¢ Familiarize yourself with the textbook used in this course. Course Materials All electronic materials are available on your student website. Aug, 21 – Aug, 27 Week1 Introduction to Business Management Tasks †¢ Download the new and improved Phoenix Mobile app. †¢ Review the Knowledge Check Faculty and Student Guide. †¢ Personal Professional Development Plan presentation Objectives/Competencies 1.1 Identify the manager’s role in the functional areas of business. 1.2 Create a personal professional development plan. Required Learning Activities †¢ Management, Ch. 1 †¢ MBA Welcome Video See the student website for additional recommended learning activities that may help you learn this week’s concepts. Participate in the class discussion. MBA Overview Module Complete the MBA Overview Module. Save a screen shot of the completion screen as a Microsoft Word document on your computer once you finish the module. Click the Assignment Files tab to submit your assignment. Personal Professional Development Plan Activity: Part 1 & 2 Individual Aug 27, 2013 05:59 PM By completing the My Career Plan activities in this course, you are taking some of the first steps to creating a career plan that will help you reach your career goals. Navigate to My Career Plan in Phoenix Career Services. Complete the Career Interests Profiler and the Career Plan Building Activity: Competencies in My Career Plan. †¢ You may have already completed the Career Interests Profiler during enrollment. Your results will be saved if this is the case. †¢ You must complete both the Career Interests Profiler and the Career Plan Building Activity: Competencies. You may access your results at any time in My Career Plan. Submit screen shots ofyour Career Interest Profiler and Competencies results. †¢ Press Print Screen on your keyboard to create a screenshot. †¢ Open a new document in Microsoft ® Word. †¢ Press Ctrl + V on your keyboard to paste the screenshot into the document. †¢ Save the document on your computer as Career Competencies. Complete Parts 1 & 2 of the Personal Professional Development Activity: in the Microsoft ® Excel worksheet. Click the Assignment Files tab to submit your assignment.

Rosewood essays

Rosewood essays In Levy County, FL, blacks and whites live uncomfortably but serenely beside each other in the towns of Sumner and Rosewood. The movie starts out by showing the very clean town of Rosewood, FL. In the beginning they show the Rosewood First A.M.E. Church, a for sale sign for 5 acres of land to be auctioned off on January 1, 1923 (New Years Day) by J. Bradley, Prince Hall, No. 6 which is the school for black children, different houses, farms, and the Carrier house. The movie also shows the train station in Rosewood where Sarah Carrier and her grandson are selling fruits, vegetables, and eggs to the whites getting on the train and one of the heroes of Rosewood, the train conductor Mr. Bryce. Once the train rolls by we come up on Sumner, FL, the white neighborhood in the movie. The railroad tracks separate the 2 towns. It doesnt look as clean as Rosewood does. A boy and his father hunt a boar and carry it out of the woods while the father chastises his son about playing with a colored bo y. The sheriff rides up and asks him if he sees a black man that escaped off the chain gang and tells him to keep a look out for him and not to shoot him. I chose this movie because it was very interesting to me when I first saw it and I never heard of Rosewood, FL before. I thought it was just a movie to show how lynching and massacres were conducted in America. When I saw it in the movies I missed the beginning of it so I didnt know it was based on a true story. When Mrs. Lamarre gave us the movie project, it gave me the opportunity to research on just how accurate and true the story of Rosewood was. In this report I will be telling how true the story really is and, around the start of the 19th century, that lynching and massacres of black towns were normal. The Reality of Rosewood, Lynching, and Massacres Rosewood is based on a true story. It is about how a prosperous black town was burned down to the ground b...

How To Write Headlines That Drive Traffic, Shares, and SEO

How To Write Headlines That Drive Traffic, Shares, and SEO This isnt the first time youve read a post about How To Write The Best  Headlines. Heck, weve even written multiple posts on the subject  ourselves (and plan to write more): Recommended Reading: Why Headlines Came To Rule The Content Marketing World Proof That Emotional Headlines Get Shared More On Social Media We Analyzed Nearly 1 Million Headlines. Here’s What We Learned Here Are The 101 Catchy Blog Title Formulas That Will Boost Traffic By 438% 43 Data-Driven Headline Ideas From 1,000 Of The Most Popular Posts Thats why were not going to waste your time talking  about how important it is to write great  headlines. Its pretty obvious: You want more traffic. Thats why you want more people to find you with search engines. And you want your customers to find your content so valuable that they share it with their networks. And to get technical, you want all that traffic to convert into paying customers. After all, thats the goal of content marketing, isnt it? Writing great  headlines  is one of the best ways to  make your content shareable, get found on search engines, and grow your traffic. Since writing awesome headlines is so important,  we thought a tool to help you write the best  headlines would be right up your alley. How To Write #Headlines That Drive Traffic, Shares, and Search ResultsWrite Better Headlines With 's  Free Headline Analyzer The  headline analyzer is one of the most popular tools we've built. If you've never used it before,  try giving it a shot. Now, for anyone who wants to learn the science behind writing the best  headlines, here's how to  do it. We've put a lot of time into researching what makes an awesome headline. The headline analyzer combines all of that research to scrutinize  your headlines for quality metrics that will most likely result in more  social shares, SEO value, and traffic. All you have to do is type your headline into the headline analyzer, hit "Analyze Now", and the tool provides  a report with those  quality metrics. This Headline Analyzer Makes My Headlines Awesome:  http://.com/headline-analyzerHow Good Are Your Headlines? We recently heard a  Chief Financial Officer speak about setting goals. One  takeaway stuck with us: "What's your number?" He asked,  "If you prioritized  one metric to make a true impact, what would it be?" The headline analyzer does exactly this for your headlines. You get to see your overall headline score (on a scale from 0–100). Your "number" to shoot for is anything above a score of 70. That's how you can gauge how good your headline is. Once you know your headline's score- especially if you're a bit short from your goal of 70 or more- you can use the headline analyzer  to understand areas where you're doing really well or discover the parts you can improve. Incorporate  Keywords To Write The Best  Headlines A big part of content marketing is creating content that is valuable enough to be sought out by your audience. To help your  audience find your content, you need to make sure your headlines use the words those folks are  searching for. Create Content Valuable Enough To Be Sought Out By Your AudienceEvery great  headline focuses on  a keyword. Heck, the long tail keyword for this post is "how to write headlines." The headline analyzer will show you the main keywords it assumes your content is  about. If your keywords aren't quite what you need them to be, this is an opportunity to improve. Use that keyword in your URL slug, meta description, subheads, images, graphics, first sentence, last sentence, and body copy. Using your  keyword throughout the content- combined with your headline- lets search engines know that your headline really does cover the content in the article. Pro tip: Avoid click bait headlines (that don't necessarily include a keyword in  your content) to get click-throughs. If you want your content to be found in search engines like Google, be honest and use a solid keyword that covers the main points of your content. What Types Of Blog Post Headlines Are The Best? There are a ton of different types of headlines you could write. Some get more traction than others as far as shares, SEO juice, and traffic. The headline analyzer helps you categorize your headline ideas: List Post Headlines List post headlines provide ambiguity about the post itself, while arousing your audience's curiosity. You've seen these everywhere. And for good reason. List posts work.  Buzzsumo teamed up with OkDork to share data that basically says list posts get the most social shares after infographics. These headlines give your readers the chance to skim your subheads to see if they'd like to dive in further. Pro tip: If you can outline your blog posts as lists, use list post headlines to get the most social shares from your content. "How To" Headlines Like list posts, you've seen a lot of "how to" headlines. That's because... well, they work. When your audience searches for information, it could be because they want to know how to do something better. That's where you can step in and provide helpful content to position your business as a source of relevant and useful information. Brian Clark from Copyblogger has some awesome things to say about "how to" headlines: It's no secret that 'how to' articles ...  are some of the most sought after, linked to, and bookmarked content online. - Brian Clark I couldn't have said it better. Pro tip:  "How to"  headlines are an obvious choice if you're writing educational content that helps your audience do something. Question Headlines Question headlines  focus on an audience's needs and imply an answer if they  just click through to read your content. These  headlines  are super helpful and relate to how people naturally search for answers: "I have a question. I should ask someone to get the answer." The thing is, instead of asking a person, people are turning to search engines like Google. So figuring out exactly how your audience is  asking their questions- then using those keywords in your headline- might be a great way to get the traffic you're looking for. Of course, there are multiple ways to use questions in your headlines- not just the problem and solution method. You could imply a "yes" or "no" response, or one that draws on emotions. Pro tip: Be careful when using question headlines. At least tease the answer to the question in your introduction to keep readers interested. Generic Headlines If list post, "how to", and question headlines are among the best types of headlines, generic post headlines are a warning that you might be able to improve. If you have a generic headline, the headline analyzer will let you know. This is an opportunity to change the structure of your headline to improve your headline score. Pro tip: Avoid generic headlines whenever you can. List post, "how to", and question headlines have a better opportunity to get social shares, traffic, and overall SEO value. Review Your Word Balance To Write The Best  Headlines For any post, you'll want a nice balance among common, uncommon, emotional, and power words. A structure like this helps your post remain readable while commanding attention from your audience. Just type your headline into the headline analyzer to see the categories in which  your words fall. After you modify your headline a few times, you'll get a feel for which words fall into the four categories. But just to give you some background, here's how your word balance  works: Common Words Should Make Up  20–30% Of Your Headline Common words are ones you use all the time. Common words  pull your headlines together in a way that makes sense for readability. Since commonly occurring words provide  the basic structure of your headlines, they should make up about 20–30% of the words in your headlines. Uncommon Words Should Be About 10–20% Of Your Headline Uncommon words are unique enough to grab your readers' attention. These words provide substance in your headline. A mix of 10–20% uncommon words in your headlines should do the trick. Emotional Words Make A  Good Headline At 10–15% Density Emotional words in your headlines entice your audience to click through to read your post. And once they're reading your posts with emotional headlines, your readers are more likely to share them. You have a good headline if 10–15% of the words in your headline are emotional. Power Words: Use At Least One In Your Headline Like emotional words, power words are usually phrases that are well-known for inciting action. Power words  are uniquely different than emotional  words because they are a bit out of the ordinary. These words inspire an emotion or call to action without a lot of context. Power words are typically rarely used words or phrases that almost guarantee some clicks through to your blog posts. Great headlines have at least one power word in them. Find The Best Length For Your Blog Post Headlines Optimal Character Length + Google = Most Click-Throughs Did you know headlines that are 55 characters long get the highest number of click-throughs? You probably  already look at your word count, but characters matter, too. The headline analyzer also shows you how your post will look in a typical Google search. Keep in mind that Google also recently updated the maximum length of title tags. While they were previously limited to a width of 512 pixels (roughly 50-55 characters), the world's most popular search engine now displays up to 70 characters in SERPs. Are You Using Headlines As Email Subject Lines? You get 20 characters before the average email subject line  is cut off. If you can revise your headline, use your keyword in the first 20 characters to help your audience understand what the email is about. According to the old journalism idiom: Don't bury the lede. It's more important in subject lines than anywhere else to make sure your keyword is in the first 20 characters. Amount Of Words Headlines with 6–7 words typically get the best results. However, different sources say  different things about how many words to use in your headlines. A fairly standard best practice is to let 10 words be the maximum you'd ever want to use in a headline. That said, there are six words that matter the most in every blog post headline: the first three and the last three. Most readers tend to read the first three and the last three words of a headline. This is just another reason to get your keyword within the first 20 characters of your headline. Sunshine And Rainbows Make Fantastic Headlines Is your headline positive or negative? Research proves  that positive headlines that convey stronger emotions tend to perform better than negative sentiment. When we researched the emotional marketing value of headlines, we  looked at Dr. Hakim Chishti's work. He found that emotional language creates a very predictable response. Headlines that affect very strong emotions- whether positive or negative- often get the best results. If your headline falls in the middle of these extremes, it'll probably get less traction. To connect that research with your headline: Strongly positive emotions tend to get shared more  than anything else. You can go negative, but it can be difficult to nail perfectly. Headlines With Strongly Positive Emotions Get Shared MoreThe headline analyzer points this out so you can modify your headline from the get-go. Write Better Blog Post Headlines To Get Better Results We know from Copyblogger that eight of ten people- a staggering 80% of your audience- will only see your headlines and nothing else. Only two of those ten- 20%- will read your article. Your headline exists to entice your readers to dig deeper into your content. As they dig deeper, your traffic grows. If your audience really enjoys what you have to say, they'll share it with their networks. And once that happens, you should get more traffic- and therefore rise in the ranks of the search engines. It all begins with a few simple words, right? So if you spend your time writing an awesome post, you should pay attention to the science of making the headline awesome, too.

The conflicts of interests within the objectives of minimum capital Essay

The conflicts of interests within the objectives of minimum capital maintenance according to the european corporate law - Essay Example And the conflicts may also relate to several organizational issues, including the maintenance of the minimum capital according to the corporate legislations prevalent in the European Continent. This note presents a review of the possible conflicts, reasons for the occurrence of them together with an evaluation thereof. It has often been contended that the provisions of the various European Company Law legislations that deal with the share capital of the companies have been formed solely with the object of protecting the rights of one class of the external stakeholders namely the ‘creditors’. The need to protect the creditors from the improper use of the ‘doctrine of limited liability’ by the shareholders had been felt for quite a long time even since the time of Salmon v Salmon case that is being quoted quite often in connection with the ‘corporate veil’ of the companies. â€Å"A common rationalization of the share capital provisions is that they protect corporate creditors from the abuse of the limited liability by shareholders† (John Armour 2000) The room for such conflicts between the rights of the shareholders and the protection of the interests of the creditors had always been there in the development of corporate culture over the periods In spite of the presence of various of various company and insolvency law regulations, such conflicts endure over time and it had also necessitated a periodic review of the various company law provisions governing the shareholders’ rights. An article by Asian Development Bank (ADB) Institute opines that â€Å"the typical corporate governance framework views shareholders as the principal, and the objective of the management of a corporation is to maximize the interests of the shareholders.† The law and practices pertaining to the shareholders’ rights do not vary much between countries as they have the common interest of maximizing the interest

Management Accounting case study assignment Essay

Management Accounting case study assignment - Essay Example Again there are additional costs related to hangarage, that is the shelter for the airplane and many related costs. It is seen that fuel and handling charges are variable costs. And the other costs are fixed costs. The owning of the second hand plane also incurs depreciation charged. The depreciation is charged on a fixed rate method. After the calculation it is clearly visible that the owning of the plane would not be a good choice for the Clear day Co. the related expenses are much more in the case of owning than in the case of renting it. There is a big difference of  £ 83900 in case of owning and renting it. So there fore it would not be beneficial for the company to go for the buy option. Rather the company should stick with the option of renting it as the annual expenses are much lower and are hassle free as the maintenance and other charges would have to be borne by Plummet Aviation. In this situation the condition is the same of owning it but in this situation it can rent it to the local flying club, when they are not using it. It is estimated that, the local flying club would be using the airplane for a minimum of 120 hours in a year and the rent is fixed at  £105 per hour. Thus, it is estimated that the Clearday would be making a sum of  £12600 per annum. But again it is seen that if the airplane is given for rent then the maintenance cost and the insurance cost gets increased by 20% . Thus, as earlier fuel and handling charges are variable in nature and in this case maintenance and insurance are semi variable costs while other are fixed cost. The depreciation charges remain the same. It is seen that though the Clearday is getting an extra income from renting the airplane, but the expenses are too high as compared to renting the airplane from Plummet Aviation. The difference is as high as  £48080. But if in case the company compares between the option of whether renting