Hey, what is going on everyone? Well, you might have noticed I've been a bit quiet here on YouTube and that is because I have been locked away working on my latest project, the ultimate SEO for WordPress and when I'm working on something at this scale, something this big, I just get into ultra focused mode.  In this one, I'm going to share with you the most common critical SEO errors and mistakes that I've seen in my career working on WordPress websites. And if you want to know more about the ultimate SEO for WordPress, then check out the link inside the description or go ahead and ask me anything that you like inside the comments. And please use this as a guide to help you while you are building your WordPress websites to avoid making these big mistakes. Here they are. We are going to look at the most common WordPress SEO mistakes. This is specific to WordPress and those of us building WordPress websites. This right here, you can keep this as a list. You can keep this with your checklist. You can just keep it as something to reference when you are building your site, especially if you are in the earlier or new days of building WordPress websites. The first big mistake is going to be not turning on that no index when developing a WordPress website. This is a very, very common mistake that I see happen a lot of times. So a lot of the times we start a new website, but we just leave it index. So Google is already crawling that incomplete website. Another thing too is maybe you created a staging website. Maybe you're working on a site and you clone it over to something else, but you leave that on index. And if you have both the live site on live in the Google search, and if you have the staging or clone site also live in the Google search, well, you're going to create duplicate content and you're going to harm the SEO on the website. The next big mistake is going to be the complete opposite. And that is not turning off the no index after completing the site and pushing the live. And this is a massive, massive, massively critical mistake. One that I've seen happen way too many times. And that is a website gets completed by a web developer turned over to the client, but back inside the settings is still checked as far as saying, please do not show this to search engines. Meaning that the website is completed, but it never gets indexed. It's nowhere to be found. It's completely hidden. And this could happen. I've seen it happen where sites were completed and for years, they were not coming up in Google searches and they wondered why. And it was that simple mistake that was actually very, very huge. The next thing is changing the URLs in a rebuild site without using redirects. So that is something that when I was new, I had no idea. I had no clue that I had to do this. And I know I'm more than sure that I am guilty of messing up some SEO when I was new because I was never taught any of this. This is why I'm so glad for anybody here. I'm so happy for you. If you are new to WordPress that you are taking the course. This is what I needed to learn when I was new. Now, when we do get a rebuild, which look at most of the times, new projects are rebuilds. The client has a site they want a new site. We don't really know about those URLs in a page and how to keep them and make sure they match on the new page. Well, anything on the original URL is going to be lost. There's going to be 404s, leaks are going to be broken. You don't know about the backlinks, what external websites are pointing to that page. You're going to cause a huge loss of SEO value. Search engines are going to look at it as a new page with similar content. It's going to look at as cannibalization. It does so much harm, but it's also something that most people just don't know about when they start building WordPress websites. The next really big air is going to be letting clients guide the content structure where the web builders, where the web designers. Now, it's not saying that clients don't understand how to, you know, create a content structure. Some of them do. Some of them are actually really good at it. I know clients that websites aren't their specialty, but they understand content. They understand marketing and stuff. But still, we have our specialty and we're being hired as a website specialist. It's up to us to use our expertise and especially when it comes to the content. We need to be able to structure it. One of the big mistakes I see a lot of web designers making. And look at I was guilty of this as well. And please do not get offended if you are doing this right now. Because at some point, I think we all do it. But that is not building the website yet until the client gives us all of the content. I feel like that helps us with scope creep. It helps us to get the website done quicker. So that way we're not waiting on that content from the client. But at the same time, you know, what if our client is a lawyer? They're used to documents and they send us big, long war docs, just full of content. What are we supposed to do with that? So if we could learn how to create the structure ourselves and how to guide the client with the content inside of our builds, we're going to not only make the clients life a whole lot easier, we're actually going to make it easier for us as well. Next up, all right, not taking the time to properly add page titles and meta descriptions. Very, very often when I do get a website that we didn't build, usually these are just left blank. They were never set up and we cannot expect a client to do this on their own. This is something that we need to do as we build the website. Next big mistake is not setting up those age tags. You know, some of this has to do with the way WordPress has been built and the way they show age tags based on font size, which is a wrong way to look at age tags. Another way is just out of either laziness of not setting those age tags when we're adding our headers or of just not knowing and understanding how these really work and how we should utilize them. And then the last one, this is the big one. And I have a feeling that a lot of us are going to be doing this in the course and this is something I don't want you to do. And that is getting stuck in perfection, especially when it comes to SEO. You start to take those next steps. You're really good and good at it. You understand how it works, consuming tons of content, taking this course, taking free courses to, you know, follow in Aharefs YouTube channel, which I love that channel, by the way. But then it's like you get stuck on what is the perfect keyword? What's the right keyword? Or if I choose this keyword, am I going to mess everything up? Don't worry about it. Remember, here's the thing about SEO. It's the optimization, the growth. It's about optimizing content, about optimizing those keywords. And that means you are continuously working on them. You create a blog post and you want to rank in that blog post. You don't just write it once and try to get the perfect keyword. You write it. You use your best judgment on it. You put it out there. You get those metrics coming back and you look at what's happening. And then you keep going in and optimizing it every 60 days or so. That is how you optimize it. So don't get stuck in perfection. Don't feel like you need to have the perfect H1, the perfect keyword density. Just follow the best practices. That's the reason why we're using checklists. Checklists for me help to move forward. And that is what a process does. A process guides us forward. And as long as we're going forward and applying best practices and using our best judgment, well, two things happen. One, we are productive. We keep moving forward. But two, we keep learning. Because the next time you do it, you're going to be better at it. It's all part of the process and it's a wonderful journey. I love it. I hope you do too. But here's the thing, keep this cheat sheet. As long as you know that these are the most common mistakes and you have your awareness up on them, that is already giving you a huge leverage. And it's just there to help you out as you are building those best practices until they become second nature. That's it for this lesson. I'll see you inside the next one. Thank you. I hope you learned something to help you out inside of your next WordPress project. And if you did, make sure to check out the ultimate SEO for WordPress. This is exactly what I wish was taught to me when I was learning WordPress and SEO. That's it for this video. And I do got a couple more coming up right around the corner. I got something for Elementor, something for Bricks, both SEO focused. Those are coming up next. So make sure to subscribe and do all that good YouTube stuff so that way you can get notified when those drop. Well, that's it for this video for this lesson. Thank you for watching and I will see you inside the next one.


I'm a master's in applied linguistics and I'm currently completing my PhD in second language acquisition. It's great to see so many of you here today. It's really a pleasure to be here to talk to you about something that's very, very close to my heart and something that I'm sure we all have experience of dealing with in the classroom and even in our everyday lives as well. So, rude or oblivious language in context. Let's think about that for a moment. I'm sure as English language teachers we've all had moments in classrooms where we may have thought our students are being rude or in a polite and some way. I'm sure if we also reflect on our own language learning experiences, I'm sure we all have very amusing stories to tell about maybe using language in the right way, choosing the right words or the funny consequences that can happen of maybe choosing the wrong expression or maybe not understanding what someone's saying to us. Basically what happens in these situations is what I'm going to try and dissect today and with the idea being hopefully by increasing understanding and increasing awareness among the teaching community that that helps our understanding as teachers and that that will feed back into improving our students' understanding of what happens when they operate in a second language in another culture. So for me, the answer lies in the subject of pragmatics. Pragmatics is a branch of linguistics which deals with basically the idea of how you use language appropriately in context. That differs from culture to culture, country to country and even person to person. Pragmatics takes into account the social rules, the often tacit social rules, which govern how we use language in a socio-culturally appropriate way. Pragmatic competence is innate among first language speakers. Most first language speakers, there are exceptions but as a general rule, first language speakers know how to use language properly in the right context. The key to using the right language works along the scale of directness or politeness. The level of directness you choose in any language is connected to the level of politeness that you wish to convey or the level of politeness that is then perceived by the listener. What you may be trying to convey may not be what the listener understands. Obviously, perceptions vary culturally and they can vary drastically and without that knowledge of how those perceptions vary, the results can be absolutely catastrophic for communication in general, but even for our learners in their progress as they continue to move up along the sea and for a scale. So let me demonstrate. We have a look at two languages. We look at Hiberno English, which is our rich variety of English that we use here in Ireland and I'm going to compare that to Russian. The first thing to take into account is that English speakers and particularly Hiberno English speakers really value the sociological concept of face, saving face, whereas Russian speakers tend to place more value on frankness and directness. And the consequence of that is that Hiberno English speakers tend to be much more indirectly speak whereas Russians choose to use more direct strategies, the imperative for example. And these strategies then are perceived as how to be polite in the language. And because of that, Hiberno English speakers tend to use informal language regardless of the context they're operating in, whereas Russian speakers in their minds have a very clear distinction between formal language for formal contexts and informal language for informal contexts. Clearly they have this contextual distinction in their mind of when to use a certain type of language whereas Hiberno English speakers do not. This links into the idea of language identity, how identity is enacted by using language. And Hiberno English speakers tend to have a more conversational identity that they enact about what the context is. Whereas again, Russian speakers tend to have in that different identities and different contexts. So when you're at the boss at work, that's one identity that's being enacted through language. So when you're at home with your family, it's almost like you're a different person in terms of the language you use. And what comes from that then is the social values that seem to be embedded within the culture. So there's very, very high levels of social informality embedded in Hiberno English language because of Irish culture, whereas the idea of social distance is very, very strong in Russian culture. So what happens is, if you imagine a Russian speaker learning English and operating within a Hiberno English speaking environment, it's a complete mismatch, okay? Misunderstandings can very, very easily occur, misinterpretations occur and very easily we can... It's too easy to jump to the conclusion that this speaker is perhaps being rude in that environment and that's not really what's happening. What they're doing is they're transferring maybe the strategies or the cultural norms of their own language into their target language, into the second language. Let's have a look at a couple of these examples. This is basic language transfer, something we're all very, very familiar with. I have 21 years. Can anyone tell me where you think this student might be from? Thank you. Thank you for the friends. Yeah, probably why. What's happening here? It's a direct translation. It's a direct translation from using Afro in French. This one, I have House. A couple of guesses. Arabic? Polish? Close enough. What's happening? The article is missing, right? So just because I had to speak here about Russian speakers there, that's something typical. There are no articles in Russian. Therefore, that would be transferred. Another one here. There may or may not be a problem here. He's too sensible. Maybe that's a good thing. Maybe that's a bad thing. But what could be happening? Spanish. Spanish for sure. And the idea of what's happening? False friends. It's a false friend. Yeah, between sensible and sensitive. So we're all really, really aware of what's happening with direct language transfer. But there's also pragmatic transfer. Okay. So that speaker will transfer a strategy that they use in their own language to communicate, to achieve something. A really clear example of that is really clear when we look at requests. Requests are one of the most demanding speech acts in any language. But this is a particularly stark contrast. This is something typical that you may hear Polish or Russian speakers use. If they want you to open the window, they might just use the direct imperative open the window because that's what they would do in their own language. Using the imperative is not considered impolite. In fact, because you're being direct, it is considered to be the polite strategy to use. So this is one clear example of where the perception of, whoa, maybe ask me nicely. And another example there is just by using that performative structure. I apologize instead of basically, I'm sorry, for whatever it is. Another type of pragmatic transfer though is sociopragmatic transfer. And this is then the transferring the embedded cultural ideas or your own ideas about how the world operates, how you want to portray yourself within a language. So examples might include speaking to the teacher who you have ghost. Referring to the teacher as Mr. Sir, I don't know about you, but I would find that a little bit strange. I would prefer if a student just used my first name to refer to me. And another thing there would be just kind of maybe asking inappropriate questions, things we don't usually talk about, like how much do you earn, what's your pay for that, you know, what we would maybe even consider to be issues. For me then, if I think about the language learning process, it's kind of threefold. It starts with basic communicative competence. So A1 speakers, if they have a very limited range of vocabulary, they can still achieve what they want by pointing, pay. Yeah, they'll get what they want, the exchange takes place. It's very, very transactional. But then it kind of increases into more enhanced communicative competence when the vocabulary range extends, they become more aware of grammatical structures and using them correctly as in they may use the correct grammatical structure, like give me your pen, please. That's a big step up from just pen, but it still may not be quite there in terms of what we might... In terms of what we as native speakers might use to identify whether this second language speaker is actually a successful communicator and is actually someone we might want to spend time with, be friends with, fire or fire, basically. So that's why they need this step also. They need to kind of include pragmatic competence in that and that's being aware of the social norms which govern the language they're using and applying that to the basic communicative competence they have and the grammar. So it's threefold and it's a big step between each of them. That's kind of the whole idea that I want to get across today is that the role of the teacher in this process is paramount. You cannot expect someone to achieve that third step from just a book or without interacting in the language. In the classroom, you can guide them towards that third step but you also need to encourage them to use the language outside of the classroom to talk with their host families, to speak with people that they need to speak with native speakers so that they can basically draw their own conclusions about what's the right language to use. So this diagram is really important for students, for teachers to kind of be aware of. If we start at the top with pragmatic failure, so a learner has used the recursive, let's say, and has caused a fence. Unintentionally, completely unintentionally, they're oblivious. That can lead to a lot of confusion because they think, hey, I've got the structure right. What's happening here? Why didn't you open the window? Why are you upset? And then that leads back into kind of embarrassment and fear of maybe my pronunciation's not right, maybe I'm having a problem with the structures. They may hesitate to then use the language the next time they want to communicate. So it kind of hinders the progress because of lower confidence and because of the whole process, they're not progressing as quickly as they should be and they're still carrying out pragmatic failure. That's why the role of the teacher is so important to intervene somewhere here and to basically break it down for them and explain, okay, this is the language, but look at the context. Are you using the language appropriately? So I guess the big question is what can we do? As teachers, how can we help our students use language in a more sociocultural appropriate way? Well, the first thing is listen to them. Be patient and obviously don't judge. It's really, really, it's too easy almost to come to a snap decision about a student or a person based on the language that they're using and we do that every day. We do that every day in our own lives. But I suppose being understanding about the fact that they're operating in another culture in a completely different language, that's the most important thing to start with. Then illustrate, interact and induct. This has been put forward as an alternative to the PPP, to the presentation practice production that we all use every day. Basically, it involves using real-world examples. Okay, so it could be a video, it could be a conversation you've overheard and bringing that into the classroom, explaining the whole context of the situation to the students, getting the students to interact and kind of enter into discussion about what went wrong, let's analyze the language, let's analyze the situation and then induct, getting them to use it and encouraging them to use it, not just inside the classroom, but also out, of course. Eliciting examples from the students in their own lives, if you tell a story about yourself, well, when I was learning Russian, for example, I found it really, really difficult to use the imperative myself. It's not something I normally do, but then if you want to get something done, that's what you've got to do. So sharing ideas like that and getting the ideas from the students that will help them become more aware of what's actually happening and get them to compare their ideas on that as well. And by doing this, the students are interacting. They should be testing, then, their own hypotheses about the language, what works, what doesn't, when and with whom. This then leads to them, hopefully, noticing errors that they're making themselves and self-correcting. And this is basically more consolidated learning, improved understanding of not just the structure of a language, but the context in which we use it. And hopefully, this leads to pragmatic competence. So, I'm going to not tell. I feel like my picture. I particularly like it, because it looks like Pac-Man. For me, it's interesting to be studying the second language acquisition and working within an EFL environment because I feel there's so many good things happening in both worlds, but we're not kind of connecting the two. So what second language acquisition research tells us is that obviously language is more than just words. There's the human factor that we need to take into consideration. The social factor, the cultural factor, what affects the language choices we make. Cognition influences choices and with this, it's important also to note age. The cognitive development of a student will impact the language choices that they make also. So, the approach that you might take to perhaps teaching a teenager and teaching an adult about these things may be different. You may have to be perhaps a little bit more sensitive with older students, whereas younger students may understand a little bit more quicker here Social norms vary cross-culturally and obviously perceptions of the life of this fairy within cultures and certainly cross-culturally. And I think it was Deborah Tannen who said that the fate of the earth depends on cross-cultural communication and with English keeping it status as lingua franca I think it's never been more true. So with that then how the EFL world can react, how can we react as teachers to what we know is fact from second language acquisition research? Well, the first thing to make sure that our students understand is that English speakers value linguistic indirectness. Books are great, but they do have that limited potential of really teaching the context. No matter how much you trail it out or what role it plays you to or what activities you do, you're still the most important person in that classroom when it comes to developing pragmatic competence because you've operated in that environment for much longer than the student has. You're more aware of the rules that exist that govern how we choose the language we choose to use. And finally, if you take anything away from today just be understanding of the fact that it's a very difficult thing to do to learn a second language. We're all very, very aware of that. But instead of perhaps teaching explicitly, we should try to guide the student towards more appropriate language. And with that I will just give a very small caveat of just because we think one structure is polite does it mean that that's the right one to teach? Because it's important that we kind of strip back on the individual perception and try to think of it as a more general cultural thing. Culturally what is the right strategy to use for each situation. That is it. Thank you very much.


Hello and welcome to the session. In this session we will discuss the question which says that card spelling numbers 1, 3, 5 and so on up to 35 are kept in a bag. A card is drawn at random from the bag. Find the probability of getting a card bearing, first part, applied number less than 15, second part, a number, divisible by 3 and 5. Now before starting the solution of this question, we should know our result. And that is probability of an event e that is Pae is equal to number of outcomes favorable to e over number possible outcomes. Now this result will work out as a key idea for solving out this question. And now we will start with the solution. It is given that a card is drawn at random from a bag containing the cards bearing numbers 1, 3, 5 and so on up to 35. That means that the bag is containing the cards bearing all numbers from 1 to 35. Now in an event at random from a bag containing same numbers 1, 3, 5 and so on up to 35, the total number of possible outcomes is 18. That is the cards bearing the numbers 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33 and 35. Now in the first part we have to find the probability of getting a card bearing a prime number less than 15. Now let e the event of getting the card bearing a prime number less than 15. Then the number of outcomes favorable to e 5 that is the cards bearing less than 15. And that are 3, 5, 7, 11 and 13. So 3, 5, 7, 11 and 13. Now by using the result which is given in the key idea, we can find the probability of the event e by using this formula. Now probability of the event e that is probability of getting the card bearing a prime number less than 15 is equal to number of outcomes favorable to e which is 5 over total number of possible outcomes which is 18. So this will be equal to number of outcomes favorable to e that is 5 over total number of possible outcomes that is 18. So probability of getting a card bearing a prime number less than 15 is 5 by 18. Now in the second part we have to find out the probability of getting the card bearing a number divisible by 3 and 5. Now in the second part let e the event of getting the card bearing a number divisible by 3 and 5. So probability of getting the card which is bearing a number divisible by h that is 1 which is 18. So this will be equal to number of outcomes favorable to h that is 1 over total number of possible outcomes which is 18. This is the solution of the given question and that's all for this session. Hope you all have enjoyed the session.


If we are studying difference in means between two groups, that is, for example, when we are studying mean difference of hemoglobin between lung cancer and bladder cancer patients, then the formula is this. The Z value at the alpha level, which is 1.96, instead of P1 and Q1, it is replaced by pooled variance, which is given by the formula. These values of N1 and N2, standard deviations of 1 and 2, will be arrived from previous literature or pilot study. D is the allowable error. Here is one example how we calculate. Among lung cancer, this is the mean and standard deviation. Among 35 patients with lung cancer, the mean hemoglobin. Among 55 bladder cancer patients is 6 grams and standard deviation of 2 grams per deciliter. First, we need to calculate this pooled variance. Then if we substitute in the formula, then we will get like this. So here they have assumed D as 20 percentage of the mean, 1 gram. So if we keep it as 10 percentage, then we need to have it as 0.5. Then if we substitute 0.5 into 0.5, then the sample size will increase. So likewise, we can decrease the precision value and increase the sample size.