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For a long time, we could only target Pinterest ads with keywords using broad match. Many of us (including me), assumed that using keywords would cause our ads to be displayed when someone searched for something pretty close to the terms we chose. But, that was not the case!

How Broad Match Keyword Targeting Works on Pinterest

Broad match, keyword-targeted ads are shown to Pinners based on a number of factors such as similarity to Pins they’ve saved, clicked on, or commented on. So, a person who has a Pinterest board for “silver bracelets” might see your “cute bracelets” Promoted Pin – whether or not they are actively searching for that content in the moment.

This is unlike broad-match keyword targeting on other ad platforms, which understandably caused some confusion for some Pinterest advertisers! Not to worry though – we now have another option – phrase and exact match!

If you use only phrase or exact match targeting, you ad will appear only when a Pinner actually searches one of the keywords or phrases you’re targeting. So, if I’m searching for “cute bracelets” I might see your Pin in my search results – as opposed to seeing your Pin in my home feed simply because I have a board by that name.

In a large test I ran comparing two identical sets of 74 ad groups – where one appeared in search results only and one appeared in the home feed, the ads that appeared in search converted to sales at a rate 60% higher rate than do keyword-targeted ads which makes sense – they’re shown when someone is looking for them! On the other hand, broad match targeting results in substantially higher Repin rates. Also intuitive, as the people seeing it are indeed interested in the subject and may save it for later.

So, by all means, give exact and phrase match types a try!

If you use exact match keywords, your Pin will be shown only when someone searches your term:

As you can imagine, this will limit the number of impressions your ad receives.

I generally stick to phrase match. Those ads show when someone searches your term:

With phrase match, you capture people when they’re searching and allow for a bit more flexibility in the terms used, increasing your potential impressions.

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Summary

Although a handful of published reports suggest that garden-based nutrition education programs are effective in increasing fruit and vegetable consumption, many of these studies have low statistical power because of small sample sizes and lack of long-term data. In this study, we used meta-analytical techniques to examine the efficacy of garden-based nutrition education programs for increasing children’s nutrition knowledge, preference for fruit and vegetables, and/or consumption of fruit and vegetables. We confined our analysis to peer-reviewed studies that examined programs that were delivered to children in the United States. We looked at the relative impacts of garden-based nutrition education programs, compared with experimental controls (i.e., no nutrition education) and nutrition education programs without a gardening component. We compared the results of our meta-analysis with those of a vote counting analysis to illustrate the importance of repeated studies and quantitative analysis. In our vote counting analysis, the majority of the outcomes were nonsignificant in the control and nutrition education groups, but positive and significant for the gardening group. Our quantitative analysis of the impacts of gardening education programs on children’s nutrition knowledge, preference for fruit and vegetables, and/or consumption of fruit and vegetables was limited by the small number of studies that reported the full suite of descriptive statistics needed to conduct a meta-analysis. Nonetheless, one striking and robust result emerged: gardening increased vegetable consumption in children, whereas the impacts of nutrition education programs were marginal or nonsignificant. We suggest two nonmutually exclusive hypotheses to explain our results: gardening increases access to vegetables and gardening decreases children’s reluctance to try new foods. Our results suggest that gardening should be an integral component of wellness programs and policies. A historical lack of funding has impeded both the broader adoption of school gardens and rigorous research on the social, behavioral, and academic impacts of gardening on children. Recently, however, there has been an increase in federal support for gardening and garden-based research projects—a trend that we hope will continue and grow.

Behavioral and dietary lifestyles responsible for weight gain and obesity are often learned at an early age ( adidas Supernova Sequence 8 Womens Running Shoes Utility Black/Tech Rust/Easy Green bgFeF4
). Children (particularly adolescents) who are overweight are more likely to be overweight or obese during adulthood ( Dietz, 1998 ) and are at risk for a variety of physical and psychosocial complications during their lifetime ( Ebbeling et al., 2002 ). Thus, it is troubling that the prevalence of obesity among children and adolescents in the United States has more than doubled between 1963–65 and 2007–08 ( Ogden and Carroll, 2010 ).

Packaging build : the main focus here is packaging binaries/testing for dashboard submissions. The repository is usually simpler, and most logic for layout is in the CMake build system. In this case downloading tarballs and source trees is taken care of by CMake, and virtually all source code (outside of the superbuild repository) is contained in the build tree. This generally assures that the build tree will be clean, but means it is hard to use this to develop code in actively, for this reason it tends to be complementary to some other developer build instructions.

Packaging build

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is a good example of this, which is derived from an earlier version of the Keen Sandals Dauntless Strappy II 1017140 Tortoise Shell/Anemone 405 AjiXZCU6
. You will often need to copy SHAs for the projects from source trees tested locally to ‘versions.cmake’ in the case of Tomviz (as well as release tarballs referenced above), and once pushed these will be built by the builders. In both of these cases the superbuild actually contains the CPack packaging code, whereas in the case of Open Chemistry the individual software repositories contain the code for packaging. These contain all instructions for building the installers created on demand, or offered as part of a release.

Dependency build : a third kind of superbuild I have seen more recently is what I call the dependency build. This usually follows the pattern of a packaging build, and is normally also a packaging build with a second mode where it builds everything but the project being targeted by the superbuild. So in AgooLar Womens Peep Toe Lowheels Soft Material Assorted Colors Zipper Sandals Pink ujFzeS
there is a concept of a developer mode where it builds everything but the actual project. It may then write some config file or similar to help the developer’s build find the dependencies that were built for them.

Dependency build

Most superbuild projects use a common installation prefix, or a set of prefixes, to install build artifacts in. In Titan I think we started with one prefix per external project, but later moved to a common prefix for all projects. In Open Chemistry we use a common prefix for all projects, named ‘prefix’ at the top level of the build tree. The single common prefix can be very useful as you can simply add CMAKE_PREFIX_PATH to reference that prefix, and have projects favor anything found in there, this path can also be populated with a list.

The major disadvantage of this approach is that the prefix can become dirty over time, having multiple versions installed, and stale files causing issues. This is also an issue that arises with build trees in general, and starting from a clean build directory is often the best solution to avoid this. It also means that you cannot separate out different dependencies that were built and installed, but superbuilds are usually developed to support one (or a small number of) project(s).

When we get into the mindset of developing the superbuild a question that comes up is whether we should build everything from source. Conceptually that is the best/simplest approach, but it is also the one that will lead to the longest possible build times. After spending quite some time thinking about this for Titan, later Open Chemistry and Tomviz I have come to the conclusion that it depends…

Oh, we’ll share everything!

But that might not make sense.

I know authors who find their writing styles are very different, and which of you has the right or the authority to make final editorial decisions?

You can avoid any awkwardness by agreeing your proposed model for co-authoring abook right at the outset.Here are the three ways I’ve found to bemost workable when it comes to writing a co-authored, collaborative book:

Sometimes the simplest model is simply to split and separate the work between you.Co-create the outline and allocate outthe chapters that best fit your expertise and experience (and interest!).

Let each co-author havea free rein with their respective chapters. Celebrate yourdifferences, even name the chapter author as you would in an anthology .

Sure, you can comment on each other’s work, but don’t take the voice out of the work, don’t try to make the writing sound the same, give (and accept) constructive questions and suggestions, but don’t force joint editorial judgements.

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is a great example of a book that was written like this. The authors havea good rhythm, they take different aspects of the topic and there seems to be no sense of overlap or divergence in the content.

Pros : You both have creative freedom to write your best work and contribute your ideas to the project without watering them down forsomeone else.

Cons : You might find some overlap in the content, or that you take different approaches in the teaching. It can be hard to know this in advancebut it will need to be managed as it comes up.

How to make it work for you : Spend some time on the outline. Do an overview together and then have each author précis what they want to say. Review this together so you have the same degree of depth and you’ve checked thatthere’s little or no overlap.

How to make it work for you

You don’t have to have a common structure within the chapters, but it willhelp the reader if you do. At the very least, you want a common structure for your chapters.

Agree a process for light comments on each other’s chapters — and a solutionif it turns out your approaches are very different.

Do take a light touch with your partner though — it’s OK for you to havedifferent perspectives on yourtopic and you can be explicit about this with thereader. What’s more important is that thereader can see where(and why) you diverge and understands that you still have his or herbest interests at heart (getting back to those shared values.)

Alternatively, you can split the work by splitting the writing and creative process .

In this model, one person will take responsibility at each stage. So, for example, one of you might outline, the other might create thefirst full draft , meanwhilethe first author might come back into the project to do a final edit, additions oramendments.

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  • Randi Weingarten

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    American Federation of Teachers president, committed to improving schools, hospitals and public institutions for children, families and communities.

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