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Answer your prospects 1 objection To take "social proof" to a deeper lever, anyone who is buying anything almost always has this 1 objection: "Sure, you can do it, but can I do it?" In addition to using yourself as an example if appropriate as evidence that what you are offering does what you say it will, it's also important to make sure you get "social proof" from people in your client/customer's peer group. Then your potential buyer sees people like themself and understands that "Hey, it worked for them, it can work for me, too. " 3. Use a time limit Creating a sense of urgency around your product or service will make it that much more enticing to potential buyers. For example, Jeff Walker just released his "Product Launch Formula" and has promised to sell it for $997 for one week only. After that he will raise his price.
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"For Beginners: How to Submit Articles for Maximum Traffic to Your Website" by Steve Shaw, Founder of Submityourarticle. comIf you've had your website for any length of time you know that getting visitors to your site is not automatic. If you've got a great website, and you aren't getting many views, please don't take it personally. In order to get more viewers you need to do something you need to market your website. This article gives an introduction to a very effective online marketing tool that pretty much anyone of any skill level can do: Article Marketing. If you've had your website for any length of time you know that getting visitors to your site is not automatic.
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" Like what?"You know you're heavy, baby, and I'm light"?Given closer scrutiny, two of the studies that CTW most frequently touts similarly hint at advocacy masquerading as social science. The Educational Testing Service ETS, hired by the workshop early on and present at some initial planning sessions, supposedly demonstrated significant gains among viewers in a number of basic skills such as counting and naming letters and numbers. But a later Russell Sage Foundation review of the ETS data, under the direction of Northwestern University psychologist Thomas Cook, threw cold water on these results. Cook and his colleagues found very modest effects from the show, and even these gains they attributed to "encouragement to view"the phone calls, promotional material, and weekly visits from ETS researchers to ensure an experimental group of regular viewers. Furthermore, they argued, whatever small value the show did have actually increased the intellectual gap between middle class and poor children, exactly the opposite of the ETS findings. The most recent research, published this spring by Aletha C.
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It reminded me of the importance of such service. Theres not a lot of room in my teaching or research for this kind of work. I write and teach about 19th century British literature, and the colleagues I worked with on the reader are not historians or sociologists. We worked outside of our expertise as a service to our institution. To date, Ive personally received more than 200 requests for the reader from professors and student service administrators from all kinds of institutions: high school libraries, Ivy League professors, community college faculty, and people who want to read it for their own edification. The thing I hear most often is that they want to do something for their students but they feel ill equipped to do so because the issue falls out of their area of expertise. I get requests from students, too. Those are the ones Im most interested inthe student in a small midwestern town who wants to help his classmates understand why folks are chanting Black Lives Matter; the student whos seeking more context after being assigned Ta Nehisi Coatess Between the World and Me; the student who explained to me that she is chairing a committee on her New England campus that is focused on racial reconciliation. So, every few days, I put aside time to do this work that probably doesnt count to the people who assess my scholarly productivity. It isnt a conference paper or a peer reviewed journal essay or a scholarly monograph. Its labor that is invisible except to those eager to be as woke as those students who have been protesting; and its labor that keeps me mindful of what role I can play right now as students of color and their white counterparts learn to understand one another in and out of the classroom.
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, et al. 2011. EFNS guidelines on diagnosis and treatment of primary dystonias. Eur. J. Neurol. Kaiser, F. J. , Osmanoric, A. , Rakovic, A. , Erogullari, A.