Every year, Google tweaks its search bot algorithm making Search Engine Optimization (SEO) more competitive every year. Thankfully, there are tools like Google Search Console and Neil Patel’s Ubersuggest to help. But are they enough?
Teenage entrepreneur and digital marketer Koosha Azim shares his take.
“There are plenty of free useful SEO tools out there that often go unused by the majority of website developers. There are enough websites and blog posts indexed on Google that share every inch of the digital marketing realm. It is up to the entrepreneur or blogger to use these tools or spend way too many hours testing content.”
Koosha Azim is a digital marketer who makes videos about SEO and social media. He even releases free marketing tips on his Koosha Azim blog. With several months of rigorous WordPress website optimization experience, Koosha has learned the ins and outs of SEO.
The following is a video from Koosha Azim’s official YouTube channel explaining Reddit and Tumblr SEO practices.
“I had no knowledge of ranking pages, posts, or categories on Google search. After months of rapid searching and reading, I was able to learn much more than I thought would be possible.”
He even believes that LinkedIn is the future of video content. With over 4,000 followers, Koosha also posts much of his YouTube content on LinkedIn to reach more professional audiences.
Much of his following has been accumulated from his videos that often go viral under hashtags such as #linkedin or #marketing.
Here is a recent video he posted on his LinkedIn profile introducing the concept of having a Creator Mindset:
Curious to know about Snapchat streaks? Check out this article ( click ).
Check out one of Koosha’s articles on Think Media Nigeria
I always preach that it is important for people to be positive about themselves and be optimistic when in adversity. In the following LinkedIn video, Koosha Azim explains the idea of a Victim and Creator Mindset.
Having a Creator mindset helps in both business settings and with the rest of daily lives. Contrastingly, a Victim mindset could potentially hurt relationships and hurt mental health.
To learn more about Koosha Azim, check out his blog on his personal website.
Nigeria is fast on its way to becoming the leader in Africa in the National Home-Grown School Feeding Programme, by feeding over 9.7 Million pupils and still counting.
As of today, 103,992 cooks are on the government payroll, feeding 9,714,342 pupils in 53,715 government primary schools around 31 States. These children are able to eat a balanced diet, towards improving their learning outcomes and the government was able to spend less on nutritious meals by sourcing for all ingredients directly from the farmers, without using middlemen, in which the government is spending about N70 to feed a child under the programme.
Every six months, the government deworms the children benefiting from the programme, to reduce the frequency of infections, likewise, small farmers are smiling to the banks through the programme because the government source from farmers least seven million eggs every week, over 600 cattle, 83 metric tonnes of fish and lots of fruits and vegetables.
The government might be feeding more children in Kaduna State this year as the Kaduna State Government and World Bank have concluded plans to enrol no fewer than 145,000 out-of-school children and almajiris into primary schools across the state by September, out of the 727,000 out-of-school children in Kaduna State.
The adaptive nature of ICTs means that technology can be used to support traditional teaching patterns as much as it can be used to support moves to resourced-based and open learning. It should be noted that, one of the myths of ICT and education is that ‘merely providing ICTs to schools transforms the learning process, and merely connecting to the Internet changes the learner’s world’. The introduction of ICT into education at all levels cannot be seen as independent of educational reform more generally, nor of the context within which this takes place.
Understanding the term ‘information and communication technologies’ (or its acronym ICT) needs to begin with how the term technology itself is used. This term is derives from the 17th-century use of the word to describe ‘systematic study…or the terminology of a particular art’. Over time, the word came to be increasingly associated with ‘practical arts’, finally leading to a ‘familiar modern distinction between knowledge (science) and its practical application (technology), within the selected field.
The full integration of ICTs and leveraging the Internet for education requires clear vision and strategy, and most importantly, commitment accompanied with investment in equipment, broadband connectivity, learning resources, and technical support.Education and the Internet are important global assets, and have transformed the lives of billions of people. Considerable progress has been made in education and Internet connectivity worldwide over the last three decades, but the intersection between these two is far from reality in Africa. Commitments and actions of the policy makers, teachers, principals and parents are essential to unlock the potential of the Internet for learning and to meet the global education for sustainable development.
The last two decades have seen a variety of innovations in education delivered over the Internet. Many countries, including Antigua and Barbuda, Argentina, Brazil, Chile, Dominica, Finland, Ghana, India, Kenya, Korea, Malaysia, Namibia, Nepal, Peru, the Philippines, Singapore, South Africa, Turkey, Tanzania, United Kingdom, United States, Uruguay and Zambia have been making progress in drawing up comprehensive polices for ICT in education, providing students and teachers with necessary equipment (e.g. one-to-one computing), connecting schools to the Internet and supporting the development of National Research and Education Networks (NRENs). Progress with Open Educational Resources (OER), Massive Open Online Classes (Courses), cloud computing, and mobile learning has also created options for expanding learning opportunities anywhere and anytime.
Education is the basis for social and economic development. For Africa, a skilled workforce that utilizes ICTs effectively is a key factor in determining its competitiveness in the global digital economy and for harnessing its natural resources for sustainable growth. The region faces considerable challenges in education ranging from the absence of quality teachers, outdated or unavailable learning and teaching materials, and inadequate physical space (school infrastructure) for fast-growing learners.
Over 110 million school children between 6-18 years of age are out of school in Africa. Thirty-seven million young peoplerequire technical and vocational training and/or other forms of education that facilitate paths to their employment. Only about 6 percent of secondary school graduates find places in higher education in sub-Saharan Africa.There is no reliable data on the use of the Internet for learning in Africa. Schoolnet projects typically begin with equipping selected “league schools” with computer labs, training teachers, and where possible, providing students and teachers with learning materials.
Despite efforts over the last two decades, there has been limited success in rollout of ICTs and the Internet in African schools, because of lack of resources and the absence of a holistic and integrated vision and strategy. There is a great need for governments to advance inclusive knowledge societies, taking into account the Internet universality principles adopted by the UNESCO’s General Assembly that advocate for a human rights-based open and accessible Internet to all.
Policy makers have crucial roles in creating the necessary ecosystem for ICT integration in education. The improved connectivity in the region and the vast learning resources that are available over the Internet can be harnessed to advance access and quality of education in Africa. Policy makers primarily need to articulate a holistic vision for a blended form of learning by crafting and implementing an ICT for education policy that covers the entire spectrum of learning (pre-primary, primary, secondary, higher education, distance, on the job and lifelong learning). Through the ICT in education policy:
- Policy makers need to address three interlinked areas proposed by the Internet Society Enabling Environment Framework – namely, promoting infrastructure investment, fostering entrepreneurship and skills, and promoting supportive governance.
- The need to ensure affordable broadband connectivity is available to schools, colleges and universities to facilitate real time interaction. Efforts are also needed to extend access to electricity, that often constrains the use of Internet for learning. It is also essential for policy makers advocate for and promote 21st-century buildings that make blended forms of learning a reality.
- Regulators and decision makers in educational sectors in Africa, need to create an enabling environment for private sector investment in infrastructure and content. They need to set the principles and rules that promote services, applications and human capacity development.
ICT in education initiatives should also ensure that teachers are given a prominent role, their skills upgraded, and incentives put in place to reward their efforts in ICT integration in teaching, learning and assessment processes. All education and training involves processes of communication between an educational provider and learners, and it is essential to develop an understanding of the modes of communication most appropriate to a particular teaching and learning process.
There are must be a need to strive to participate in the global efforts for promotion and exchange of Open Educational Resources (OERs) as outlined in the Paris Declaration of OER. They need to support local efforts that promote creation, adaptation and exchange of learning resources.
Inclusion and attainment of the educational goals of SDGs, attention should be given to gender equity and unconstrained access to learning powered by technology to disabled people. Furthermore, there is a need for addressing digital safety issues, either through capacity building for youth, teachers and children and by creating legislative frameworks and enforcing them. Governments need to support all technical, legal and institutional means to reduce risks to children.
Significant gap exists in applying ICTs for job creation and using it for training youth to tap into global ICT Enabled Services. This requires initiatives that stimulate a blended form of learning that combines traditional and online education in institutions, for example by encouraging access to state of the art education available through Open Educational Resources. The stakeholders in educational sectors in various African countries, must be supporting access to broadband infrastructure, and ensuring that budgets for NRENs are allocated centrally.
Regulators can also play a great role by ensuring schools have access to high bandwidth under favourable commercial terms, allocating a portion of the Universal Service Funds and providing them with preferential access to the radio frequency spectrum. Data and research are key to assess the impact of the investment of ICTs in education. Therefore, investment in data gathering on ICT access and use by students and teachers, and support centers of excellence that undertake research and disseminate it to improve learning from previous experiences.
Digital Transformation (DT) is not necessarily about digital technology, but
about the fact that technology, which is digital, allows people to solve their
traditional problems. And they prefer this digital solution to the old solution.
The transformation stage means that digital usages inherently enable new types
of innovation and creativity in a particular domain, rather than simply enhance
and support traditional methods.
In a narrower sense, “digital transformation” may refer to the concept of
“going paperless”, and reaching a “digital business maturity” which affects both
individual businesses and whole segments of society, such as government, mass
communications, art, medicine, and science.
While the impact of this on businesses has been profound, many are struggling to
realise the full potential of what digitisation and this is also clearly divided by
Geography. According to the McKinsey Global Institute’s Industry Digitization
Index, Europe is currently operating at 12% of its digital potential, while the USA
is operating at 18%. Even within the leading economies of Europe there are also
some significant differences as, according to the study, Germany operates at 10%
of its digital potential, while the UK is almost on par with the USA at 17%. This
clearly demonstrates that, while business processes are undergoing great change
making much progress in the adoption of digitisation, even advanced economies
are struggling to exploit the full potential of digitisation but still African countries
can still embrace this development for maximum developmental process the continent
With the introduction of the World Wide Web, the scope, dimension, scale, speed
as well as effects of digitalization fundamentally changed, resulting in the
increased pressure on the societal transformation process.
In 2000, digitalization began to be used more widely as a concept and argument
for an overall governmental introduction of IT, increased usage of internet and
IT on all levels. A similar development began in the general business climate in
order to raise awareness regarding the issue and opportunity. In the EU for
instance, an initiative called the Digital Single Market was developed, with
recommendations for national digital agendas in the EU, which gradually and
positively should contribute to the future societal transformation, with more
modern development of communities, structures and to create a basis for e-
governance and information society but in this case Africa is still struggling,
big thanks to technological companies like Facebook, Google and IBM who
are supporting millions of youths with high quality online digital skills
empowerment programmes with certificates which is helping africans to
relocate jobs and be usefull through digitilization .
The debate surrounding digitalization has therefore gained increased practical
importance for politics, business and social issues, and is linked to political work
issues for community development, new changes in the practical business
approaches, effective opportunities for organizations in operational and business
process development, with effect on internal and external efficiency of IT to
name a few.
Digitalization and Digital Transformation
Unlike digitization, digitalization is the actual ‘process’ of the technologically-
induced change within these industries. This process has enabled much of the
phenomena today known as the Internet of Things, Industrial Internet, Industry
4.0, Big data, machine to machine communication, blockchain, cryptocurrencies etc.
The academic discussion surrounding digitalization has been described as
problematic as no clear definition of the phenomena has been previously
developed. A common misconception is that digitalization essentially means the
usage of more IT, in order to enable and take advantage of digital technology and
data. This early definition however, has largely been replaced by the above
definition, now linked to holistic views on business and social change, horizontal
organizational and business development, as well as IT.
Finally, digital transformation is described as “the total and overall
societal effect of digitalization”. Digitization has enabled the process of
digitalization, which resulted in stronger opportunities to transform and change
existing business models, consumption patterns, socio-economic structures, legal
and policy measures, organizational patterns, cultural barriers, etc.
Digitization (the conversion), digitalization (the process) and the digital
transformation (the effect) therefore accelerate and illuminate the already
existing and ongoing horizontal and global processes of change in society.
Opportunities and challenges
Digital transformation is a major challenge and opportunity. When planning for
digital transformation, organizations must factor the cultural changes they’ll
confront as workers and organizational leaders adjust to adopting and relying on
unfamiliar technologies. Digital transformation has created unique marketplace
challenges and opportunities, as organizations must contend with nimble
competitors who take advantage of the low barrier to entry that technology
provides. Additionally, due to the high importance given today to technology and
the widespread use of it, the implications of digitization for revenues, profits and
opportunities have a dramatic upside potential. We can understand digital
transformation through some real-world examples.
1. Digital transformation in hospitality management
It focuses on ambitious digital transformation, aiming to put the customer back
at the center of its strategy and operations. We need to assess organizational
structure to embrace digital transformation and identify how data from online
content and reviews might play a role in increasing booking. Latest advancement
in this respect are Online Travel Agencies, service aggregators like Expedia,
Booking.com. We have another competitor in market which is not only digitally
transforming the hospitality industry but actually bringing disruption with the
help of technology, AirBnb.
2. Digital Transformation in e-commerce
Digital experience has become inevitable without e-commerce interaction. Big
players like Amazon.com, Alibaba.com have already disrupted the shopping
journey. But now we have more challenging tasks of avoiding sequence of events
that lead to the security breaches like theft of debit and credit card numbers as
well as the personal information of millions of customers. We need to improve
over our infrastructure with minute details like safe transactional operations,
improved customer satisfaction along with data security.
3. Digital Transformation in banking
It focuses on digital transformation of banking sector in seeking regional growth
amidst a new digital era. Banks have already invested heavily in technology and
infrastructure, which bring dramatic changes and rewired this sector for digital
innovation. From online banking (bank in your pocket), to ATM availability at
every nook and corner has enriched the user experience. Major forces of the
digital transformation strategy involve the overhaul of organization, the rapid
enhancements of highly scalable digital platforms, the leverage on technology to
sculpt the customer experience, and the internal evolution and external
partnering in seeking new digital innovation.
4. Digital Transformation in training
With the increase of online learning tools and facilities organisations and
individuals are looking for more flexible ways per personal development. Using
video driven lectures, online learning communities and learning management
systems allows creating new business models which disrupt the traditional
lecture driven training sessions.
In Nigeria today, it takes 4-5 years to get real and fulfilled job in the giant of Africa. Job hunting trauma is really high out there. Blood pressure rises everyday due stress from job interviews and selection process in most cities. Learning a vocational skill is preferable and a great choice. Academic pursuits by average Nigerians is seen as an illusion and a benefit to few.
Entrepreneurship generates growth because it serves as a vehicle for innovation, change, and a conduit for knowledge spillovers. Thus, in a regime of increased globalization, the comparative advantages of modern economies are shifting towards knowledge based economic activity, not only do entrepreneurship play a more important role, but also a recommendation for economic growth.
THE UNEMPLOYMENT REALITY
Unemployment Rate in Nigeria increased to 18.80 percent in the third quarter of 2017 from 16.20 percent in the second quarter of 2017. Unemployment Rate in Nigeria averaged 10.63 percent from 2006 until 2017, reaching an all time high of 19.70 percent in the fourth quarter of 2009 and a record low of 5.10 percent in the fourth quarter of 2010.
In Nigeria, the unemployment rate measures the number of people actively looking for a job as a percentage of the labour force. This page provides the latest reported value for – Nigeria Unemployment Rate – plus previous releases, historical high and low, short-term forecast and long-term prediction, economic calendar, survey consensus and news.
Nigeria Unemployment Rate – actual data, historical chart and calendar of releases – was last updated on September of 2018Becoming self-sufficient is the desire of every Nigerian, but only an insignificant number actually find a way to make it happen. Too many people do give up on their dreams too soon, when education and guidance could show them the way to success.
The dearth of entrepreneurs or people with entrepreneurial mentality has been one of the major inhibitors to the development of a virile indigenous private sector in Nigeria. Nigeria has vast human and material resources but people are still leaving below the poverty level.
Unemployment especially among the youths has been the major problem. This problem was attributed to the fact that most of the graduates do not acquire the needed skills and competence that will make them be self-employed. Youths of these days want everything fast and free; they lack the patience and the willingness to learn.
There is a great need to provide the appropriate counseling, economic and social conditions to encourage the emergence of individuals with required entrepreneurial skills. The problem this study addressed therefore was the determination of whether entrepreneurship education enhances acquisition of the necessary skills for gainful self-employment in Nigeria and to identify challenges that hinder imparting sound entrepreneurship education in our schools.
The firm of the innovative entrepreneur will consequently grow through the dual process of taking market shares from existing suppliers and increasing overall demand for the products offered in the market.
Finding new combinations of factors of production is a process of entrepreneurial discovery that will become the engine that drives economic development. These new combinations constitute better ways to meet existing demand or create new products which often make current technologies and products obsolete (in a process of creative destruction).
ENTREPRENEURSHIP: A WAY OUT
Entrepreneurship encourages creativity. Creativity denotes generation of new technology, new ideas and innovations as the translation of new ideas into a new company, new technology, and new products, or new service. The consequences of the association between entrepreneurship and environmental change are the role that entrepreneurs play in promoting innovative technologies, products and services.
The firm of the innovative entrepreneur will consequently grow through the dual process of taking market shares from existing suppliers and increasing overall demand for the products offered in the market.
Finally, an effective strategy to develop the indigenous private sector is through entrepreneurship education and programmers which will reduce unemployment rates, that may arouse the entrepreneurial consciousness required to undertake the formation and acquisition of small scale business enterprises in Nigeria.
* Bertram, O.A et al (2016). Entrepreneurship education: a panacea for unemployment in Nigeria. NG-Journal of Social Development, VOL. 5, No. 2, January 2016 available (Online) at :www.arabianjbmr.com/NGJSD_index.php
* Trading Economics. Nigeria Unemployment Rate 2006-2018 . Available (Online) at : https://tradingeconomics.com/nigeria/unemployment-rate
Google Classroom is a free web service developed by Google for schools that aim to simplify creating, distributing and grading assignments in a paperless way. The primary purpose of Google Classroom is to streamline the process of sharing files between teachers and students.
Google Classroom combines Google Drive for assignment creation and distribution, Google Docs, Sheets and Slides for writing, Gmail for communication, and Google Calendar for scheduling. Students can be invited to join a class through a private code, or automatically imported from a school domain. Each class creates a separate folder in the respective user’s Drive, where the student can submit work to be a graded by a teacher. Mobile apps, available for iOS and Android devices, let users take photos and attach to assignments, share files from other apps, and access information offline. Teachers can monitor the progress for each student, and after being graded, teachers can return work,along with comments.
Google Classroom ties Google Drive, Google Docs, Sheets and Slides, and Gmail together to help educational institutions go to a paperless system. Google Calendarwas later integrated to help with assignment due dates, field trips, and class speakers. Students can be invited to classrooms through the institution’s database, through a private code that can then be added in the student’s user interface or automatically imported from a school domain. Each class created with Google Classroom creates a separate folder in the respective user’s Google Drive, where the student can submit work to be graded by a teacher.
Assignments are stored and graded on Google’s suite of productivity applications that allow collaboration between the teacher and the student or student to student. Instead of sharing documents that reside on the student’s Google Drive with the teacher, files are hosted on the student’s Drive and then submitted for grading. Teachers may choose a file that can then be treated as a template so that every student can edit their own copy and then turn back in for a grade instead of allowing all students to view, copy, or edit the same document. Students can also choose to attach additional documents from their Drive to the assignment.
Google Classroom supports many different grading schemes. Teachers have the option to attach files to the assignment which students can view, edit, or get an individual copy. Students can create files and then attach them to the assignment if a copy of a file wasn’t created by the teacher. Teachers have the option to monitor the progress of each student on the assignment where they can make comments and edit. Turned in assignments can be graded by the teacher and returned with comments to allow the student to revise the assignment and turn back in. Once graded, assignments can only be edited by the teacher unless the teacher turns the assignment back in.
Announcements can be posted by teachers to the class stream which can be commented on by students allowing for two-way communication between the teacher and students. Students can also post to the class stream but won’t be as high of a priority as an announcement by a teacher and can be moderated. Multiple types of media from Google products such as YouTube videos and Google Drive files can be attached to announcements and posts to share content. Gmail also provides email options for teachers to send emails to one or more students in the Google Classroom interface. Classroom can be accessed on the web or via the Android and iOS Classroom mobile apps.
Classroom allows instructors to archive courses at the end of a term or year. When a course is archived, it is removed from the homepage and placed in the Archived Classes area to help teachers keep their current classes organized. When a course is archived, teachers and students can view it, but won’t be able to make any changes to it until it is restored.
Google Classroom mobile apps, introduced in January 2015, are available for iOS and Android devices. The apps let users take photos and attach them to their assignments, share files from other apps, and support offline access.
In contrast to Google’s consumer services, Google Classroom, as part of G Suite for Education, does not show any advertisements in its interface for students, faculty, and teachers, and user data is not scanned or used for advertising purposes.
eLearningIndustry tested and made a review of Google Classroom, in which they highlighted many positive and negative aspects. Among Classroom’s strengths, the review highlighted ease of use, universal device accessibility, use of Google Drive as an effective way for teachers to quickly share assignments with students, the paperless process meaning the end of printing, handing out, and potentially losing work, and the fast feedback system between students and teachers. Among Classroom’s disadvantages, the review highlighted the service’s heavy integration of Google apps and services with limited or no support for external files or services, lack of automated quizzes and tests, and a lack of live chats that can aid in feedback efforts.
Google has been criticized for allegedly data mining students’ browsing history, searches, and other usage of services for advertising. In April 2014, Google announced that it would stop scanning students’ Gmail messages for advertising purposes, following privacy concerns. TechCrunch wrote that, while ads weren’t included in the education program, data and information learned from users through the program was used to show advertisements at later times in other areas. On December 1, 2015, the Electronic Frontier Foundation filed a complaint with the Federal Trade Commission, alleging that Google “broke a pledge to honor student privacy with its educational tools”. EFF staff attorney Sophia Cope stated that “We are calling on the FTC to investigate Google’s conduct, stop the company from using student personal information for its own purposes, and order the company to destroy all information it has collected that’s not for educational purposes”. Google responded the following day: “While we appreciate the EFF’s focus on student data privacy, we are confident that our tools comply with both the law and our promises, including the Student Privacy Pledge, which we signed earlier this year”. The Foundation made new allegations against Google in April 2017, focusing particularly on the company’s actions of “dumping millions of low-cost Chromebooks on U.S. schools, enabling the mass collection and storage of information on children without the consent of their parents”.
Have you ever wondered what the biggest fear is for most people?
You’re probably thinking that it might be fearing heights, snakes, small spaces, deep water, loneliness, or even death. However, according to Toastmasters International for Public Speaking and Leadership Education, number one fear is Public Speaking. Exactly, public speaking comes on the top of the list of fears, even before death.
If not properly handled, public speaking fear can result into a serious phobia named Glossophobia or speech anxiety, which has symptoms similar to nausea, dry mouth, breathing difficulty, increased blood pressure, and feelings of distress or panic under some circumstances.
Whether you are a job seeker, a student, a lecturer, a manager, or other, there comes a time when you need to speak in front of strangers to present your idea in an impressive way that demonstrates knowledge, self-confidence, and uniqueness, which leads to reaching your goals and experiencing the joyful moments of success.
The first time you say something, it’s heard; the second time, it’s recognized; the third time, it’s learned, as per John Maxwell (author and speaker, who has written many books, primarily focusing on leadership).
As per Dale Carnegie, only the prepared speaker deserves to be confident.
The good news is that public speaking is a skill that can be acquired and developed.
Below are most of the helpful public speaking tips I’ve learned from hands-on experience, researches by Washington and Harvard Universities, Dale Carnegie, John Maxwell, Brian Tracy, and other public speakers and leaders.
I personally tried them, and they helped me to successfully speak on important meetings, interviews, events, sessions, and have better social interactions. They work like magic if you’re giving a presentation. Try them, and simply speak like a Pro.