Definition And Features Of The Learning Theories - 1332 Words

Learning is a multifaceted perception unique to each individual. In looking to address the intricacies of learning, there have been a multitude of learning theories established over the centuries. To this day new theories are developed and traditional theories continue to be developed and expanded upon. (Swinburne Online, 2016) This paper will draw on information to explore the definitions and features of the learning theories constructivism and behaviourism. Whilst exploring the solid benefits for learning and the learner and then moving onto the challenges and restrictions of both theories will be considered. Examining the distinctive aspects of the theories, this paper will conclude whether one theory or the blend of both theories is best when addressing the intricacies of an individual’s education. This paper will critically examine the two major learning theories; constructivism and behaviourism. These are theories that have been contributed to by many theorists across several hundred years. Pavlov, Watson, Watson and Rayner, Thorndike, Skinner and Bandura have shaped behaviourism. Piaget, Dewey, Vygotsky and Bruner have adjusted constructivism theory. â€Å"Behaviorism is predominantly concerned with evident and measurable aspects of human behavior. In defining behaviour, behaviourist-learning theories emphasise changes in behavior that result from stimulus-response links made by the learner. Behaviour is directed by stimuli. An individual selects one response insteadShow MoreRelatedA Study of Learning Strategies in L2 Acquisition1660 Words   |  7 PagesA Study of Learning Strategies in L2 Acquisition 〠Abstract】With the concept of autonomy being part of the mainstream of research and practice within the field of language education, the study of learning strategies in L2 acquisition has drawn much attention. This paper discusses the issues covering the fundamental aspect: identification and classification of learning strategy. The problems are reviewed concerning the definition and classification of learning strategies and then the paper tentativelyRead MoreThe Theory Of Criminal Behavior1333 Words   |  6 Pagesorder to present an accurate definition. However, the definition provided by Bartol is as follows, â€Å"Behavior in violation of the criminal code that is intentional and without justification or excuse† (Bartol, 2014). A vital variable that is represented in criminal behavior is crime. The fundamental purpose of theory is to explain things that can be observed. When discussing crime, it is essential to provide theories to grasp a conceptual understan ding. There are many theories that have been conductedRead MoreLife And Career Of The Nursing Profession1531 Words   |  7 Pagesin Rochester, New York. Henderson was one of the most important in the field of nursing Theorists; she dedicated her life and career to the definition of nursing practice. Henderson considered nursing as an occupation that affects human life in many ways so that the functions and ideas of this profession should be described. Several of her ideas and definitions of the nursing profession come from many of her colleagues and students at the University of Columbia Nursing. Henderson stressed the increasedRead MorePsy 360 Language Essay1417 Words   |  6 Pagesexploring the definition of language and lexicon, evaluating language’s key features, the four levels of language structure and processing, and the role of language in Cognitive Psychology, an understanding of what language is becomes clear. Let us begin by defining language and a term named lexicon. LANGUAGE AND LEXICON DEFINITION One big question, when the subject of language comes up, is exactly what language is. What constitutes something as a language? By explaining one definition of a languageRead MoreGeneralization Of Speech-Sound Disorders1467 Words   |  6 Pagesgeneralization and employee various facilitation strategies that are specific to each individual client. Theoretical Framework and Definitions Due to variants of human behavior and specificity of treatment, the procedural definition of generalization is modified to accurately describe the situation at hand (McReynolds, 1989). There are two groups with differing opinions on learning language: the first is linguistic explanations, which believe that children have innate patterns of language and that environmentalRead MoreUse Of Pedagogies When Teaching Secondary Schools1256 Words   |  6 Pagesnumber of factors that should be considered before a pedagogical method or methods is selected, the subject to be taught being one of the main factors. The subject area is computing and the pedagogies that will be examined are â€Å"Constructivism†, â€Å"Learning through making† and â€Å"Traditional†. Another factor that can influence the chosen pedagogy is the way that the students in the class learn and process information. All students learn in different ways and the pedagogy should reflect this. Broad GeneralRead MoreEffects of Written Corrective Feedback (CF) Essay1240 Words   |  5 PagesLiterature Review In this section, I will review current literature about written CF. I will start with several definitions of written CF and CF’s possible facilitative role in language learning. Then, I will end this section with a review of previous studies done on the domain of CF. Definition of Written Corrective Feedback (CF) Written corrective feedback has been defined in some ways. In his controversial paper, Truscott (1996) defined it as â€Å"correction of grammatical errors for the purposeRead MoreEssay on Ausubel’s Expository Teaching Model1394 Words   |  6 Pagesidea is that of the advance organizer, a statement of introduction that aids students in organizing the information about to be presented. Also to a teacher’s benefit are the ideas needed to form a concept, such as exemplars, defining features, irrelevant features, non-examples, and prototypes. Introducing the advance organizer, presenting ideas in terms of specific examples, and linking the content back to the advance organizer is Ausubel’s model for expository teaching (Woolfolk, 2004, p. 283)Read MoreExpository Teaching1408 Words   |  6 Pagesidea is that of the advance organizer, a statement of introduction that aids students in organizing the information about to be presented. Also to a teachers benefit ar e the ideas needed to form a concept, such as exemplars, defining features, irrelevant features, non-examples, and prototypes. Introducing the advance organizer, presenting ideas in terms of specific examples, and linking the content back to the advance organizer is Ausubels model for expository teaching (Woolfolk, 2004, p. 283)Read MoreCan Virtue be Taught in Platos Dialogue797 Words   |  3 Pageshe does not have an answer to such question because he does not even have knowledge of what virtue is. This claim prompts Meno to provide Socrates with a definition of virtue. He explains that there are different virtues for different people dependent on their gender, age, and social class (Plato 872). Socrates, however, rejects this definition because it fails to provide a single form common to all kinds of virtue. Meno gives another attempt by defining virtue as the ability to rule over people

Bureaucracy and Democracy Free Essays

Bureaucracy and Democracy Assuming that the court’s interpretation of the law was accurate, do you believe that the state’s power to regulate in these matters should outweigh the federal government’s right to do so? What, if anything, should be done? No I do not think the state’s power to regulate in these matters should outweigh the federal government. Independent Agencies help execute policy or provide special services. Independent Agencies also exist outside of the departments of the executive branch and have three separate branches: Executive – President of the United States, esponsible for administering and enforcing the laws of government Legislative – Congress responsible for the creation of law Judicial – Supreme Court responsible for administering Justice, resolving disputes, and interpreting the law. We will write a custom essay sample on Bureaucracy and Democracy or any similar topic only for you Order Now This system establishes a strong central government, while insuring a balance of power. Agencies can be characterized as being either executive agencies or independent agencies. How do they differ and, from your standpoint, which is preferable in terms of maintaining agency focus and controlling the actions of the agency? Independent agencies are those that exist outside of the departments of the executive branch, executive agencies are not How to cite Bureaucracy and Democracy, Papers

Glycemic Control and Excess Mortality

Question: Discuss about the Glycemic Control and Excess Mortality. Answer: Introduction: The type 1 diabetes is linked to chronic kidney disease (Inzucchi et al. 2015). Though the mechanism is unknown, the high blood glucose levels damages the glomeruli. There is decreased glomerular filtration rate or albuminuria resulting in chronic kidney disease due to prevailing high blood glucose levels in the body of the patient. In the given case study, Mrs Mallacoota is suffering from type 1 diabetes linked to chronic kidney disease. The diabetes or high blood glucose levels in the body have injured the small blood vessels in the body. Due to this, the kidney is not able to clean the blood efficiently and as a result, more water and salt is retained in the body that resulted in ankle swelling and tiredness in the patient. It has also caused puffy eyes in the patient due to excess fluid and sodium retention. It gets accumulated during sleeping due to gravity and appears puffy after getting up from sleep. Relationship between type 1 diabetes and chronic kidney disease According to Burrow and Ride (2016) there is burden of kidney disease among the Aboriginal population than the non-indigenous population. They are susceptible to diabetes and high blood pressure linked to chronic kidney disease. People above the age of 60, having a high blood pressure or type 1 diabetes are prone to chronic kidney disease due to high blood glucose levels (). The type 1 diabetes harms the kidney functioning. The tiny blood vessels in the filtering units of kidney become narrow and highly clogged due to high blood sugar levels in the body. Therefore, the kidneys get damaged due to decrease in the efficiency of the glomerular filtration rate and there is deposition of salt and water leading to puffiness in eyes and ankles in the patient. Evidence has proved that lifestyle programs that are short term help to keep the high blood sugar levels and high blood pressure in control (Atkinson et al. 2014). The low sodium, potassium and phosphorus in diet, physical exercise, diabetes meal plan, limiting of protein, physical exercise and proper sleep would help Mrs. Mallacoota to keep blood glucose levels under control (Smith et al. 2014). Moreover, she is stressed thinking about her future and that she requires new pair of kidneys. The progressive relaxation therapy would help to manage stress in her and prevent the heart co-morbidities in her (Lind et al. 2014). References Atkinson, M.A., Eisenbarth, G.S. and Michels, A.W., 2014. Type 1 diabetes.The Lancet,383(9911), pp.69-82. Burrow, S. and Ride, K., 2016. Review of diabetes among Aboriginal and Torres Strait Islander people. Mt Lawley (AUST): Edith Cowan University Australian Indigenous Health InfoNet. Inzucchi, S.E., Bergenstal, R.M., Buse, J.B., Diamant, M., Ferrannini, E., Nauck, M., Peters, A.L., Tsapas, A., Wender, R. and Matthews, D.R., 2015. Management of hyperglycemia in type 2 diabetes, 2015: a patient-centered approach: update to a position statement of the American Diabetes Association and the European Association for the Study of Diabetes.Diabetes care,38(1), pp.140-149. Lind, M., Svensson, A.M., Kosiborod, M., Gudbjrnsdottir, S., Pivodic, A., Wedel, H., Dahlqvist, S., Clements, M. and Rosengren, A., 2014. Glycemic control and excess mortality in type 1 diabetes.New England Journal of Medicine,371(21), pp.1972-1982. Smith, L.B., Kugler, B.B., Lewin, A.B., Duke, D.C., Storch, E.A. and Geffken, G.R., 2014. Executive functioning, parenting stress, and family factors as predictors of diabetes management in pediatric patients with type 1 diabetes using intensive regimens.Children's Health Care,43(3), pp.234-252.

Reproductive System free essay sample

Discuss the purpose of the lesson. 2. Brainstorm with the class about body parts. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems including the location and function of each part. . Lead the activity labeling parts of the reproductive system. 5. Assign homework. This lesson was most recently edited on March 23, 2011. Public Health – Seattle King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 1 Family Life and Sexual Health, High School FLASH Materials Needed Student Materials †¢ Reproductive System Worksheets (1 copy per student) †¢ Individual Homework: Anatomy (1 copy per student) †¢ Family Homework: Talking about the Reproductive System (1 copy per student) Classroom Materials †¢ Reproductive System Visuals 1-6 (contained in this lesson also available online as a PowerPoint slide: www. ingcounty. gov/health/FLASH) †¢ Labeled body parts for classroom activi ty, one set per class †¢ Seven pairs of scissors Teacher Preparation Well in advance †¦ †¢ Review lecture notes due to the large number of terms and definitions. We will write a custom essay sample on Reproductive System or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The day before the lesson †¦ †¢ Make copies of Materials Needed (see above) †¢ Prepare visuals for use on a SMART Board or projector. Note: When the lesson says â€Å"board,† use whatever is available in your classroom. Standards National Health Education Standard: †¢ Standard 3: Students will demonstrate the ability to access valid information, products and services to enhance health. Performance Indicator 3. 12. 4: Determine when professional health services may be required. Washington State Health Education Standard: †¢ Essential Academic Learning Requirement (EALR) 2: The student acquires the knowledge and skills necessary to maintain a healthy life: Recognizes dimensions of health, recognizes stages of growth and development, reduces health risks, and lives safely. Component 2. 2: Understands stages of growth and development. Grade Level Expectations (GLE) 2. 2. 1: Analyzes the physiological and psychological changes throughout the lifetime. Public Health – Seattle King County  ©1988; revised 2011 www. kingcounty. gov/health/flash Lesson 2 – Page 2 Family Life and Sexual Health, High School FLASH Activities NOTE: Instructions to you are in regular font. A suggested script is in italics. Feel free to modify the script to your style and your students’ needs. 1. Discuss the purpose of the lesson. Identify the lesson as, primarily, a review of information that many students learned in earlier grades. Explain that being well-grounded in knowledge about the reproductive system will help them make sense of discussions later in the unit about pregnancy, birth control, and sexually transmitted diseases. Also, if they have health problems in the future, knowing body parts helps them explain to a health provider what they think the problem may be. 2. Brainstorm with the class about body parts. Write on the board in three columns: Male / Female / Both. Ask students to name reproductive system body parts, both internal and external, in the three columns. Fill in from the Teacher Master List (below) the parts that students don’t mention. As you list the parts on the board, briefly define each body part, where it is in the body and what it does. 3. Use Reproductive System Visuals 1-6 to continue reviewing the male and female reproductive systems, including the location and function of each part. Use a document camera (or SMART Board, overhead projector, etc) to project the images on the board. Explain that the parts labeled as male, female, or both are for most people, but when people are intersex (i. e. , they have a disorder of sex development), there may be some differences †¦ differences that were present at birth. NOTE: Briefly review â€Å"what it does† (each part’s function, below) if students are unfamiliar with the physiology, as you point to the visuals. Please do not feel that you must convey every bit of information in the Teacher Background chart, below. Find more suggested language regarding the hymen and circumcision in Lesson 16, p 5. Teacher Background Male Part penis (made up of shaft, glans, and sometimes foreskin) foreskin †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ Public Health – Seattle King County What it Is / What it Does allows passage of urine and of semen provides sensation (has many nerve endings) the average penis measures 3-4† when its not erect (flaccid) and 5-7† when erect 1 protects the glans of the penis provides sensation males who’ve been circumcised don’t have one muscular sac which is shorter when cold, longer when warm holds testes controls temperature provides sensation ww. kingcounty. gov/health/flash scrotum  ©1988; revised 2011 Lesson 2 – Page 3 Family Life and Sexual Health, High School FLASH †¢ †¢ produce sperm and sex hormones (androgens, testosterone) each is made of 500-1,200 feet 2 of tightly coiled tubes allows maturation of sperm cell from a man (commonly called â€Å"sperm†) they car ry strings of genes (called â€Å"chromosomes†) or DNA instructions in case the sperm cell meets with an egg cell and fertilizes it. uspend the testis supply blood to the testis provide sensation carry sperm from the testis provides storage for sperm allow passage of sperm as big around as sewing thread they lead into the abdomen, where (behind the bladder) they widen into storage sacs contribute fructose (sugar) to semen for nourishing the sperm helps sperm live longer and travel better about a teaspoon full per ejaculation produces most of the fluid that makes up semen pair of glands produce fluid called pre-ejaculate or â€Å"pre-cum† that cleanses the urethra of acid (from urine) to protect the sperm estes (also called testicles) singular = testis epididymis (plural = epididymes) spermatazoan (plural = spermatozoa) †¢ †¢ †¢ †¢ †¢ †¢ †¢ spermatic cords vas deferens (plural = vasa deferentia †¦ also called sperm ducts) †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ seminal vesicles semen prostate gland Cowper’s glands (also called bulbourethral glands) Female Part uterus (made up of muscular walls, a lining called the endometrium, and a cervix. The uterus is also called â€Å"womb†) cervix What it Is / What it Does †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ †¢ ouses and protects embryo/fetus/baby allows nutrient waste exchange with placenta nourishes an embryo, before a placenta grows the bottom section of the uterus produces fluids to help sperm travel produces a mucous plug to keep germs out during pregnancy allows passage of sperm produces fluids to cleanse and lubricate itself and to help sperm travel allows passage of shed endometrium during menstruation allows passage of baby provides sensation (has many nerve endings especially in the outer third) a collapsed tube, like a deflated balloon www. ingcounty. gov/health/flash vagina Public Health – Seattle King County  ©1988; revised 2011 Lesson 2 – Page 4 Family Life and Sexual Health, High School FLASH †¢ †¢ †¢ †¢ †¢ †¢ 3† long when not aroused, 5-6† when aroused, 3 but very stretchy is the middle of female’s three openings membrane partly covering vaginal opening ome girls are born without a hymen may be stretched during sexual intercourse or by using a tampon or with fingers carry strings of genes called chromosomes which mix with chromosomes of sperm to direct fetal development if fertilized and implanted in the uterus they dissolve in the Fallopian tube after about 24 hours if not fertilized.

A Sample GED Essay

A Sample GED EssayThe success of your business depends on having a solid academic record. Whether you are looking for an undergrad or graduate program, an online, offline, or co-op program, a solid and reputable university is the key to success.But what is GED? This stands for General Education Development. If you are in the United States, you can earn up to four years in high school, with or without any formal education, to prepare you for the job of your dreams.It is important to understand GED before you apply for this program. This is because it has a two year program. Students go through a rigorous two-year program, which usually includes four years of formal schooling. During the first two years, students must complete the three core courses from a high school diploma to include English, Mathematics, Science, and Social Studies.The second year of GED lasts one year and covers Calculus, Algebra II, Pre-calculus, Geometry, and Introduction to Engineering and Technology. After thi s, students go back to school to continue to learn more about GED. There is a foundation that must be understood before a student can start on the rest of the program.The core courses and the subjects taught are very different from each other. In fact, some schools will specialize in math, science, and GED, while others focus on all four subjects. You will have a degree if you complete the core curriculum and the areas of math, science, technology, and English, but if you do not complete the core curriculum, you may not earn your degree.When you look for colleges and universities to apply to, you will want to know that your choices will cover a variety of subjects, including GED. If you apply to a public college, you may get into a GED based university. If you are interested in a co-op program, you may get into a GED based co-op program.Regardless of what type of school you get into, you must earn your bachelor's degree to keep your job and stay employed. You cannot continue to take out loans to pay for college.

Free Essays on Benjamin Banneker Synopsis

African American History: Benjamin Banneker Benjamin Banneker was an African-American born 1731 in Baltimore County; in tidewater Maryland. Banneker lived in Maryland for just about his whole entire life. On the western side of the Chesapeake Bay. He comes from a slave background just like many other African Americans at that time. His mother Mary who married his father a Negro named Robert in 1730. Benjamin Banneker was one of the most intelligent mathematician and astronomers to ever live. Banneker is not only a significant person to Africans but too human kind period; he achieve so much with so little and should be viewed as a hero for every ethnic background. Benjamin Banneker was raised in a slave state; the Chesapeake Bay was some places were the merchants would unload slaves. The slaves would later be disperse in the slave market; where they would later be distributed among the plantations. Slavery was really heavy in Baltimore because there were many tobacco plantations and they need the slave labor to farm the tobacco fields. In Maryland there were really more indentured servants than slaves; it was more like an agreement between ship masters and people living in poverty in England. In order for the people living in poor cities to afford to pay for their transportation to America they would agree to be a servants to the person paying for their transportation for a certain amount of years. Baltimore had passed an amendment which stated that in order for a slave or servant to be outside the ten miles the radius of the slave owners houses; they would have to be granted a letter signed by the slave Owner. Djoukeng 2 Benjamin Banneker was a tobacco planter; his mother Mary was the oldest daughter out Of the Molly’s Brood household. She was the first child out her household to leave the family. Unlike m... Free Essays on Benjamin Banneker Synopsis Free Essays on Benjamin Banneker Synopsis African American History: Benjamin Banneker Benjamin Banneker was an African-American born 1731 in Baltimore County; in tidewater Maryland. Banneker lived in Maryland for just about his whole entire life. On the western side of the Chesapeake Bay. He comes from a slave background just like many other African Americans at that time. His mother Mary who married his father a Negro named Robert in 1730. Benjamin Banneker was one of the most intelligent mathematician and astronomers to ever live. Banneker is not only a significant person to Africans but too human kind period; he achieve so much with so little and should be viewed as a hero for every ethnic background. Benjamin Banneker was raised in a slave state; the Chesapeake Bay was some places were the merchants would unload slaves. The slaves would later be disperse in the slave market; where they would later be distributed among the plantations. Slavery was really heavy in Baltimore because there were many tobacco plantations and they need the slave labor to farm the tobacco fields. In Maryland there were really more indentured servants than slaves; it was more like an agreement between ship masters and people living in poverty in England. In order for the people living in poor cities to afford to pay for their transportation to America they would agree to be a servants to the person paying for their transportation for a certain amount of years. Baltimore had passed an amendment which stated that in order for a slave or servant to be outside the ten miles the radius of the slave owners houses; they would have to be granted a letter signed by the slave Owner. Djoukeng 2 Benjamin Banneker was a tobacco planter; his mother Mary was the oldest daughter out Of the Molly’s Brood household. She was the first child out her household to leave the family. Unlike m...

How To Write Better Content In A Competitive Blog Niche

How To Write Better Content In A Competitive Blog Niche Earlier this year, we took a survey of you, dear users, and asked about some of your content marketing pain points. Here’s what you told us, in order, were the top three hand-wringing struggles for you: Finding enough time to create content. Planning that content. Creating really good content. I second these pain points; I’m with you. That third pain point is pretty wide open. What is really good content? Is it content you feel proud of? Content that performs well? Content that gets a lot of comments and engagement? Content that becomes an evergreen stalwart in your stable? Content you put a lot of work into? Content you learned from? In other words, how do you define â€Å"good content?† How To #Write Better Content In A Competitive #Blog Niche via @JulieNeidlingerDo You Want To Be Liked, Or Do You Want To Learn? Sometimes good content stems from rather bad content. When I studied art in college, I found that, at the end of college, I had come to view a piece of art as a success based on two things: Its likability. These are pieces that I liked, and/or viewers liked. They were visually pleasing in whatever niche they belonged in. For example, I used to do pet portraits for people. I didn’t always love the result in that after a while it felt like yet another dog painting. But, for the client, the likability was clearly there. Its teachability. There are pieces that I hated when I finished (if I finished them), or that took me a long time- sometimes years- to start to like. Yet I considered them a success because I learned something from doing them. Maybe I found a new way to handle a particular medium, or I discovered something about color and shadow. Whatever it was, the image itself didn’t tell the viewer what I learned, necessarily, so the teachability of a piece of art was generally something only I, the artist, could know was in play. I am often proud of pieces that others don’t care for, simply because I know what it taught me. Whee, do I have some uuugleee pieces of art. â€Å"Just light that match. Put it out of its misery.† But those flaming monstrosities taught me something useful and helped me make future likable pieces. I’m guessing, for the most part, that when you told us you wanted to write better  content, you were mainly talking about its likability. You want your audience to like it, talk about it, share it. But here’s the dangerous thing: You can consistently create good content (and good art) without learning anything new. And as a content marketer, failing to always keep learning means one day you are suddenly eons behind everyone else, even though things had been quite successful up to that point. By failing to learn, one day you are suddenly eons behind everyone else. #bloggingMy painting style has changed considerably from college, for example, but I know of another artist from the same background whose style has remained pretty much the same in the past twenty years. There’s nothing wrong with that; her art is quite popular with the public, has a loyal following, and it clearly hits the likability zone. Because her style hasn’t changed much, her audience knows exactly what to expect, and it is a profitable audience. Her art is easily identifiable and has helped establish a kind of creative â€Å"brand† for her. It’s admirable. But it can also be predictable, and tiring. If you hold teachability (i.e. learning from mistakes and taking creative risks) as an aspect of your definition of â€Å"good content†, you will likely see changes in what you create. You will see your audience fluctuate and see dips in your measurable numbers, but you will constantly be pressing into fresh water instead of the same pool. So. Do you want your content to be liked? Or do you want to learn? These two aren’t always exclusive of each other, but in quite a few situations, they are. I would posit that if you want to be a great content creator in the long haul, you have to sometimes give up on your content always being liked and accept the dogs that come from your pen. Those new dogs can teach you something. Sometimes, the best #ContentMarketing comes from your failures. Learn from them to improve.Once you are willing to take a leap and write outside of your current state of likability, you’re ready for the next step. Do You Remember To Look Up To Others? Our own Content Marketing Lead, Nathan, prefers a particular technique that requires a bit of online research to find the top performing content in your niche. â€Å"There are a few ways to write better content, but I only really use the skyscraper technique,†Ã‚  he’s told me, and it makes pretty good sense. As Garrett outlined on an earlier blog post, the skyscraper technique is, at its most basic, a three-step process: Find top performing content. Write  better content than the current top performers. Try to get a bunch of people to link to your new content. It’s the second step, I’m guessing, where the questions lie. How do you write  Ã¢â‚¬Å"better† content than someone else? As Garrett points out (and as I’ve mentioned before), you have to dissect the content. (Who knew dissection was such a thing for content marketers!) He suggests looking for: Average content length. Average number of images. Overall quality of content (rank from 1–10). Specific keywords/key-phrases used. You might also consider other more abstract aspects of the content as to what makes it a success, such as: Hierarchy:  Expert or beginner? Proximity: Did the content succeed because it was so dead-on accurate for a specific audience? Would that approach work as well for yours? Impact:  How did the content directly impact the reader’s life topically or anecdotally? Trendiness:  Is the content evergreen, or was it successful for a certain time frame only? Strangeness:  Is the content so unexpected that people are thrilled to see something new and unusual? Conflict:  Are there â€Å"warring factions† in the content, opposing ideas, and anything that stirs up passion and engagement? Humanity:  Is the content appealing because of its human interest component, stirring up empathy? Essentially, you are trying to figure out what makes a winning, popular, and successful piece of content tick. If it’s outside of your usual style or approach, this will be challenging. You’ll have to rethink why that piece of content is so good. One thing that’s important to note is that if you are trying to track and rate content, you are going to have to create standards (your own, or someone else’s recommendations) and assign numerical values for anything that is abstract in nature. For example, Garrett suggested you assign, on a scale of 1–10, a quality rank. Perhaps you define quality based on typos, grammar, whitespace, unique research, interviews, or some other characteristic. Whatever scale you use, and whatever standards you set for yourself, you will need to be consistent. Research what content already exists, then plan to #write something even better. Here's how.Once you figure out why a piece of content did so well for someone else (and you have concrete measurements even for the abstract), you can be that person who always has to top everyone  and who goes and writes even better content. Are You Always Scanning The Horizon? My first car was a Chrysler Plymouth Horizon, and if I wanted to get good radio reception, I had to roll down the front passenger window. Fine in the summer, excruciating in the winter. In order to bear the cold air, I had to turn up the heat. The heater fan was so loud, that I had to turn up the radio. It was a vicious cycle that meant, by the time I pulled into the yard on the drive home from school, I was one of those ridiculous people whose radio is so loud that all the plastic parts of the car are rattling. Take a look at this beauty. That is not the Horizon you should be on the lookout for. In the previous step, you were to look up to individual examples of top performing content, figure out why it was up there so high, and do your own version but better. Most bloggers have peaks and valleys of content success; you might have found a few one hit wonders in your skyscraper analysis. And then there are bloggers who are consistently creating good content. They might have had a few skyscraper pieces, but maybe not. What they generally have is authority, and authority is less susceptible to peaks and valleys, and more even-keeled. How do you become an authority on something? GEORGE: Wow, Keith Hernandez. He's such a great player. JERRY: Yeah, he's a real smart guy too. He's a Civil War buff. GEORGE: I'd love to be a Civil War buff. ... What do you have to do to be a buff? JERRY: So Biff wants to be a buff? ... Well sleeping less than 18 hours a day would be a start. - From Seinfeld â€Å"The Boyfriend (1)† There are people who are an authority, and there are people who call themselves an authority. There are some who might say that being an authority is more than just being an expert. An expert merely knows a lot, while an authority has the power to wield that expertise. Let’s take that approach, then, with the idea being that you first have to be an expert before you can be an authority. Becoming an expert. What does an expert look like to you? For me, it’s someone who: Has â€Å"paid their dues† and worked a long time at something. Has a broad variety of experiences in their niche, with lots of useful anecdotes to tell about them. Talks about what they’ve learned in a transparent way. Can show actual success and that they practice what they preach. Backs up their claims. Shares ideas, interpretations, facts, and knowledge that aren’t commonly found elsewhere. You can become an expert, then, by hard work, constant learning, willingness to make mistakes, and an openness to talking about what you’ve learned and what you’re still learning. Reading books, taking classes online, attending conferences, working a job where you gain experience, finding a mentor, teaching others so you learn as you teach, and having the patience to stick with it over time- this is how you build expertise. Becoming an authority. Being an authority is almost a state of being where people have given you permission to direct how they think. That sounds a bit creepy, but it’s not far off. You can holler and scream that you are an authority all you want, but if no one is listening to you, it’s clear you are not. How do you get people to give you permission to be an authority over them in your niche? Don’t be a jerk, but don’t be a doormat.  Have an opinion based in your expertise, and be willing to voice it. And then, if things go poorly... Take the high road.  Be willing to leave an ugly argument with respectful words and grace. Be an encourager, and be respectful.  Engage with people in an individual, helpful, and honest way. Don’t get a reputation for being a brash loudmouth who insults people. You might get fame, and you might get known, but you won’t really be an authority. Don’t chase after fame.  Using sketchy tactics to get momentary shares, attention, and fame is not the behavior of someone who is authority material, someone who is confident enough in their skills, patience, and ability. Be consistent. We are always preaching consistency and planning here at (hence the editorial calendar!), and consistency is part of being an authority. People trust the authority, and they build trust based on the sense that they know what to expect from you. Consistent content, social media presence, and engagement are crucial. Step out of the limelight.  Curation  is a powerful aspect of authority. It’s you, sharing and promoting the good work of others. It shows you’re not a glory hog, and that you’re not in it for yourself. Ask for help.  Reach out to other people and ask for their genuine  help or their opinion. It humanizes you. Be helpful first, self-promotional last.  How many times do you use the word â€Å"I† in your copy? Are you about you, or are you about others? This is a bit tricky. Authority isn’t necessarily being well-known (though it can be), but is that peculiar state where people stop and listen when you start to speak. If you want authority so bad you can taste it, chances are you won’t get it. Authority flows out of you having a genuine desire to be an expert and a genuine desire to use that expertise to help other people. How Will You Write Better Content To Stand Out From Your Competition? In summary, there are a million ways to approach the question, â€Å"How do I write better  content?†, but for this post, I wanted to give you a three-step personal assessment: Do you want to be liked, or do you want to learn? Do you know, and can you define, what successful content looks like? Have you put in the time to be an expert, and the personality to be an authority? There are so many great content creators out there. Which do you consider to be an authority, and why?