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There's one other factor to consider, the bait-and-switch or the last-minute switch.
In my area, the number of subs is down, and schools seem to be scrambling to get classes covered more than ever before. I try to accept jobs I feel comfortable doing, and avoid grade levels and subjects that aren't comfortable for me. I'm sure most teachers accept and respect that.
The problem is that some schools are less than honest about their posted jobs because they want someone in every classroom. Sometimes there just aren't enough subs to go around. Teachers who were expecting one sub sometimes end up with another one.
I've had a fifth grade job that turned into a first grade job, a middle school art assignment that turned into a PE all-afternoon outdoors job, a fourth grade position that became a morning in the ASD room . . . and on and on it goes. The most extreme was an elementary music assignment that suddenly turned into social studies at an alternative high school. Sometimes subs are thrown into jobs with no notice.
I hope that no teacher would try to block or terminate a sub who makes an honest effort, but was thrown into a job unexpectedly at the last minute.
Could you explain more about the cancellation notices and what they mean. I have been wondering about this...
To all you teachers "out there" who have these high expectations of subs teaching and managing your classes - please, get real.
There is a REASON there is a sub shortage. It is an often brutal, nearly impossible job. There are so many obstacles impeding subs - and you know very well what they are. If a sub is lucky and gets a manageable class, then maybe he/she can carry out your plans. But for people who are not teachers to be expected to manage and teach with no snafus - let's put it this way: you went to school to become teachers. You believe your profession demands certain skills and you should be compensated well for them. By virtue of knocking subs, you knock yourselves. You are saying subs - many of whom are not teachers - should be able to deliver what you deliver, and at the level you deliver. Really??? Then you didn't need four years of education plus all the professional development workshops you attend.
No wonder there is a shortage.
....cancel the job and repost is a tactic that worked for me the one time I had a teacher do that to me. I just included that teacher's name in the list of keywords that will filter out the job notifications I get on my cellphone. Be sure you really want to do it, though. In the district that I'm talking about, they sometimes have sub shortages. I didn't get notifications, but I could still see them in AESOP and I noticed that several jobs he posted later in the year went to dial-out and didn't get picked up. Just as subs can get a reputation for poor classroom management and so forth, teachers can get a reputation for having unrealistic expectations.
Those two words pretty much sum it up. It works both ways, for subs and full timers.. Thanks stolaf.
I'm gonna try to keep this terse because I like the message MaineSub is trying to convey. There's enough wedge that's between us and I too believe that it's time for a change that's long overdue. First it starts with acting as adults. As someone's pointed out, please talk with the sub that you're intending to "block". Make them accountable.
I know it's uncomfortable but nothing sends the message than talking with them in person expressing your concern. Blocking them seems rather harsh because, I don't know if you're aware of this Gromit, but some HR's make a note of it (especially on Aesop) and some investigation starts that puts them in hot water and it becomes a witch hunt.
On a related matter, I have no ill feelings about your post here Gromit. Your expressing yourself about finding a way to block without getting a sub into much trouble may not be as easy as pressing a key on your device. My suggestion and again as someone's already mentioned, talk with that sub and let them know that you're grateful for the work they did in your classroom but there are things that make you think that they're lacking and you've come to a decision that it's best for now that they don't take your subbing job as it's not a good match for NOW.
In the future, you'll keep them in mind. The fact is there's a lot of unmatching going on and that's the nature of this job. I get it but to block may cause more trouble than you'd normally expect so be careful.
Your answer is right to the point. It is sad that so many educators fail to recognize that subs should be treated with respect and professionalism.
You do have good points. My issue is with trying to do everything except talk to the teacher face to face. It just seems like it's not a fair way to go about things. Like I said, I would appreciate it a lot more than the bait and switch.
As for subs being able to block schools, that is a luxury we have in a stressful job. I don't write a school off after one day. There are always factors I am not going to be aware of that might make a class behave badly. I've been there. If I go to a school a few times and the district doesn't give me support or if I determine the grade is just too difficult to manage in a classroom, I won't go back. This conclusion is usually reached by talking to other teachers throughout the day.
As for my crappy teachers comment, they are crappy in that they are ignoring a repeated fact that that particular student has not been compliant with the sub. It's time to have a talk with that kid then.
I have sat on my hands more than once while reading this thread and watching the polarity develop... I have difficulty understanding that polarity and, too often the double standards associated with it. So while I will probably regret letting my hands move out from under my butt, I will make just a couple, perhaps disjointed observations. The axe I'll grind is different.
I've been on this forum long enough to watch many discussions deteriorate into "we/they" conversations--even to the point where it's been suggested by some subs that "regular teachers" should not be allowed to post here. Really. (I can't resist pointing out that equates to "blocking" regular teachers from the forum.)
While I do agree that a forum specifically geared to subs and the challenges of subbing has value, if we are to be a closed society, that value diminishes rapidly for me. I'm with Groucho Marx who maintained he would never join a club that would have him as a member-- but I extend it to if that club only has "Grouchos" as members, I wouldn't want to join. I realize it's a bit of a strained comparison but over my career as a sub I can honestly say I've learned a lot more from regular teachers than I have from other subs.
We are quick to sympathize with subs who come here to vent. I stay off most of the venting threads because I often can see the "other side" of the "problem." I can say in all honesty that there have been posts made on this site by subs that make me cringe--and some subs that I would not want to see in a classroom where my child is a student. My point here is not to suggest subs are all incompetent. But as a group, we often give regular teachers no quarter and start with the assumption they are maligning subs, not leaving enough information, etc. etc. while we sympathize with subs who assume very little responsibility for the job and their own development.
There are always two sides to every story, including this one... if we accept just a few things that have been posted here, this is a sub who doesn't respect the lesson plan and either can't or won't enforce discipline. Those two aspects of a sub's job seem pretty basic to me. I've dealt with some pretty vague lesson plans and I've been in some tough classrooms discipline wise. Blaming the teacher isn't very helpful while I'm trying to get through the day--even if it can be legitimately blamed on the teacher.
Another part of the problem is the number of variables in every situation. I've had kids who are normally horrible be angels while I'm subbing. I guess that must be because of the regular teacher, eh? Or maybe it's because I'm much more skilled than the regular teacher. I've had kids who the regular teacher thinks are angels be horrible while I'm subbing. That's definitely the regular teacher's fault, right? (It should be apparent this is sarcasm.) Oh, did I mention that the kid's dad left home yesterday and moved to Alaska?
I think one of the reasons I get requested by teachers is my stated philosophy. "When I'm in your room, they are my kids, not yours. I won't compete with you, and I won't undermine you. The more good news is I won't blame you for what happens while you're not there." I like Gromit's "audition" point. If we can't form a partnership that works, maybe we shouldn't work together. It's unfortunate that we need to do it quickly and "by the seat of the pants" without a two-hour orientation and 43-page lesson plan, but that's what subbing is all about.
Has this sub asked for help and feedback? Does he not know that he's holding the kids to a lower standard than usual? What has he done, if anything, to improve his skills with technology? During my first year of subbing I actually "demanded" the principal observe me teaching in a classroom. That might be a little over the top for many, but why not?
One thing I haven't seen in this thread is the point that a sub can "block" a teacher, classroom, school and even an entire district, without any explanation or justification to anyone. We can, as it were, "vote with our feet." But we (collectively) seem to think a "regular teacher," must be held to some higher standard in his or her selection of who substitute teaches his or her class. I would challenge us all to consider the implications of that belief.
Bait and switch? Ido get switched occasionally--sometimes to jobs I was happier about and sometimes to jobs I wish I didn't have to do... but I'm convinced it's not personal. It's about priorities and filling holes. Most sub coordinators and regular teachers aren't sitting up at night trying to figure out how to screw their subs. There ARE a couple of jobs at my school that truly suck. But somebody has to do them unless the system changes or certain kids move away. Some of the assumptions made on this thread aren't logical. The "fact" that a kid behaves differently for a sub doesn't mean the teacher doesn't know or doesn't care and is a "crappy teacher." It could mean there have been some "crappy subs" who didn't care or try to figure out how to manage the situation.
When the kids ask me to judge a situation and resolve a difference between them (aka competitive tattling), I tell them I've left my judge's robe and gavel at home, so I guess we'll just have to figure out how to move forward.
It's not a perfect system, not by a long shot. And guess what? One of the reasons it's not perfect is humans are a big part of it. That aspect of education is not likely to change totally for a while (some would argue that it is--the day will come when we watch kids work on their iPads which are providing highly individualized instruction). Until it does, we might need to do a better job of listening to each other, accepting each other's skills and limitations and focusing on the goals--which really ought to be the same.
mrsd5, I congratulate you on your self-awareness... and it cracks me up that you and I are exactly the opposite! I love the littles--sorta unusual for a guy! One reason I can be effective with the high schoolers is I knew them when they were little and they seem to remember how we work together. Gromit, I have a feeling I would love subbing for you. And I'd do what I could to make sure the feeling was mutual. It sounds to me like you want what's best for your kids and classroom. We'd have that in common.
I really don't appreciate your tactics here, Gromit. Just be an adult and talk to the person face to face. This bait and switch with jobs some people are talking about is such bs. Don't make my day harder by making me go to another classroom when I was prepared to go to the one I signed up for. If a school does this to me more than a few times I just stop taking assignments from that school because I assume they just don't have any respect for their subs. I'd rather have a teacher tell me it's not working out in their class instead of all this passive aggressive bs.
As for teachers not knowing how their class will treat a sub, you should follow up with us if we leave a note saying your class was really badly behaved. I have had teachers come back after a half day and we talk about the day. I have had a few teachers tell me "subs always tell me this kid is a problem, but he is so sweet with me." It is obvious they don't really care or want to know how their kids act when they aren't there. Don't be that kind of crappy teacher.
I can't make any excuses for subs not following lesson plans. Unless the class was so off task and I couldn't get through everything because of that, I have no reason to not follow the plans.
As a full-time teacher, I did leave detailed lesson plans. We were required to have a sub binder with emergency for one day, 3 days, and a week. One sub that I requested not be in my room anymore (went to college with her way back when and we are friends) was one of the permanent subs for our district. She was great with the little kids. But she was "me" for 3 weeks when I was out for a hysterectomy. I had two file bins of what she needed to do. The first bin was for the first week. It had all of the materials (copied), answer keys, and plans for each day. The second bin had the plans, materials (not copied), answer keys, etc. She didn't grade a thing. One of my team members brought me all of the stuff to grade. Then he'd pick it up for her to hand back (which she didn't). The only things I planned on grading were their final essays for the year. She knew all this in advance. It was a nightmare. She didn't teach. She handed out their assignments and told them what to do. Technically, she followed the plans, as far as assignments. But there was no reading and discussing the reading. She told them the pages to read, and then sat and crocheted. Ugh!
The two who were blocked by the district were not educators. One blew a whistle in my room whenever she wanted students' attention or whenever it got too loud. I was gone for 8 days when hubby had surgery. She made it 4 days before they got a different (and amazing) sub for me. She subbed at the high school and did the same thing. The other one was a guy who the kids liked. He was their friend. It did NOT go well. My room was a mess. I was only gone one day, and the principal or asst. principal were in and out of the room all day. They blocked him from the school after giving him one more chance. AND the kids who were involved in making a mess got consequences.
Now, as a sub, I try and follow the teachers' directions. I do have most of their cell numbers and can message them with questions. I do wish they'd had this when I was teaching full time. If I don't have their passwords or don't understand an assignment, I can quickly message them. Most of my sub jobs are requests. I can only sub 100 days a year, so can afford to be picky, too. And it helps that I mostly sub in my old building, where I know the staff and the rules. Subbing is not easy. I know that. And I also know that I can't teach the littles. They scare me. But I'm good with grades -12, so that's where I accept most of my jobs. I'll do upper elementary if I get a call from a school and don't have a job already. But no littles!
There's one other factor to consider, the bait-and-switch or the last-minute switch.
In my area, the number of subs is down, and schools seem to be scrambling to get classes covered more than ever before. I try to accept jobs I feel comfortable doing, and avoid grade levels and subjects that aren't comfortable for me. I'm sure most teachers accept and respect that.
The problem is that some schools are less than honest about their posted jobs because they want someone in every classroom. Sometimes there just aren't enough subs to go around. Teachers who were expecting one sub sometimes end up with another one.
I've had a fifth grade job that turned into a first grade job, a middle school art assignment that turned into a PE all-afternoon outdoors job, a fourth grade position that became a morning in the ASD room . . . and on and on it goes. The most extreme was an elementary music assignment that suddenly turned into social studies at an alternative high school. Sometimes subs are thrown into jobs with no notice.
I hope that no teacher would try to block or terminate a sub who makes an honest effort, but was thrown into a job unexpectedly at the last minute.
After reading this original post and reading subsequent responsiveness, I sense perhaps a shade of unintended lack of empathy toward the sub. from the original poster. (I'd be willing to bet that the poster probably never had to sub for someone else)
Many years ago, a large southern school district required all of its administrators to teach (ie sub) in different schools, grades, and subjects five days a year. This lasted about one month. The administrators refused to to continue the program.They couldn't handle it.
I learned as a teacher that if my sub had a really bad day-before I took the ultimate step of blocking the sub, (understanding that my actions could have disastrous consequences for sub), I better take a good long hard at myself, my students, and my lesson plans; and make sure that i did not contribute to the bad day.
AS a teacher with over 30 years in my own classroom there are some very basic things that a teacher should include their lesson plans. Why college students are not required to take to take a three week course the skill of writing effective lesson plans for the substitute teacher is beyond me.
1) It is essential to train your students to understand that a you do not expect to be absent, however situations happen and should that happen, you expect that they will treat their Auxillary Teacher with respect and obedience.
2) If you have assigned seating for your classes, Please include this in your plans. Should you be one of those teachers who allows their students to sit wherever the 'spirit' moves them. then you must tell the sub this and you must include a list of names of students who should NEVER be allowed to sit together. If you have multiple classes-that means multiple class rosters and seating charts. ( If only to protect yourself should the attendance records be incorrect.)
3) Be realistic in your expectations of what the sub can teach. Should , (God forbid), you chose to introduce new material on a day when you are absent, do not blame the sub if everything is all screwed up.
4) Include the strategies used and an answer sheet for all work.
5). Never, ever tell the the sub the kids, "Know what to do." Yes, you and your students know what to do. But if the sub does NOT know what the kids are supposed to do, you're setting up the sub.
6.) Please provide the sub with all class policies; regarding bathroom usage, trips to the library, recess or lunchroom duty. Policies regarding visits to the nurse, counselor, coach, and cell phone usage.
If teachers everywhere prepared for a sub like they prepare for a formal evaluation; your classes will go more smoothly and your experience with your sub will be much more pleasant.
7.) should you have any students with serious medical conditions, please treat us subs like the professionals that most of us truly are, and let us know. So we can be prepared.
One more thing, would just kill you teachers to put together a little baggie containing pens, paper clips, dry-erase markers, pencils, etc.
Now here's the treat for actually bothering to read this post, I found out yesterday from the substitute coordinator on a campus that I was visiting, the Aesop does provide a way for a teacher to send an evaluation to their sub.
This idea of a critque submitted by the teacher of each sub would be a great learning tool.
Gromit, You are both adults. How about doing the adult thing and talking to the sub directly? Explain (kindly) why you feel he's not a good fit for your class. Then he can agree not to sign up to sub for you again. Problem solved.
Gromit: some districts will terminate a sub if they receive x number of blocks. So your block may have more dire consequences than you think. Have you actually told this sub that he's not a good fit for your class?
I feel like my use of the word block has stirred up a lot of emotions. I dont want to prevent this person from getting a job ever. Its not a block block. Like I said, he just doesnt mesh well with my class. Not every person is right for every job, and thats fine.
Subbing for an unknown teacher and vice versa is like an audition. You can both decide whether you want to come back or ask back or not. Ive had a sub say she didnt want to come back to my class. Thats fine. I dont take it personally.
I know that the lessons I leave are able to be followed and I know the step by step instructions I leave for tech are able to be understood because other subs are capable of doing this. I know other subs can handle my particular kids because they have.
I usually have particular subs I ask for, but on the rare occasion I dont, Id like to have other unknown subs, who may or may not do well in my class, have the opportunity to take the job rather than it being grabbed by someone I know wont do a good job. Then if they do a good job, they go on my list of preferred subs.
This guy wont go without working at all. Were told regularly that its better for us to put in a job early and then cancel than to put one in late because there are always more jobs than subs.
I feel like there are a bunch of assumptions that Im leaving poor plans or expecting more than is reasonable or that Im expecting miracles from someone who is awesome but unable to meet my exceptionally high standards.
This guy doesnt work well with me. Thats no reflection on you.
Thank you so much, c6g, stolaf, subasaurus, and everyone else who is looking at the sub's side of the "blocking" issue. (I was beginning to worry that I was the only one commenting.)
c6g brings up a VERY good point...we subs face a very different kind of scenario than the regular teacher, and so we oftentimes have to use a different set of strategies and tools. So much of our success or failure is contingent on circumstances beyond our control: is the lesson plan adequate? does the technology function? how cooperative are the aides (if any)? are there unexpected disruptions (emergency drill, surprise assemblies, etc.)? Are there parent or student volunteers who need tasks and/or supervision? Not to mention that students and adults may behave quite differently with the sub than with the regular teacher (in part due to what's perceived as the sub's lack of power or status). Bottom line, it's unrealistic to expect the sub to do things exactly like the regular teacher or to expect the same kind of results.
As hard as I try to do a good job, I encounter a number of obstacles and problems that are potential land mines for me. I try to follow the lesson plan to the letter, but too often the lesson plans are incomplete, leaving me to have to piece things together. If there are aides or volunteers, I oftentimes find myself facing what amounts to power struggles because they assume I have no authority over what they do (or don't do). Most times, managing the adults is much more difficult than managing the kids! (I could fill this forum with my horror stories...see some of my postings).
No matter how great my day has gone with the children I teach, someone may still find fault or concoct some crazy accusation to stick on me. Working as a sub is much like walking through a mine field. Why? Because subs are easy targets. More often than not, when I've dealt with an accusation, the accuser (either child or adult) was trying to scapegoat me to cover up for some misdeed of their own. I'm sure many here can relate to what I'm saying. And the worst injustice is when someone decides to "block" a sub without any explanation or due process. Just because they can. I've been there. I know how it feels.
Substitute teaching is our work. It's our livelihood at stake. It's not right for anyone to use "blocking" as an easy way out of having to treat substitute teaching staff fairly and respectfully. My request to teachers and administrators? How about using some of that empathy that we are so fond of teaching the kids about? Treat others (including substitute teachers) the way YOU want to be treated.
You pointed out two major issues with this sub. His first flaw was that he was too laid-back, and you have some challenging students who need firm, consistent treatment at all times.
I understand your concerns with this one. Please remember, though, that a sub can't be a clone of a regular teacher. It never works!
About two years ago, I was with a class of rough fifth graders. The teacher had a discipline plan in place (she also had a tough time with them), and I tried to follow it. I won't get into specifics, but some of these darlings tried to get away with a lot, and didn't like it when I said no. One girl was so upset with me for saying no that she complained to her mother . . . who then whined to the principal. The principal told me about it, but I stood my ground. Nothing happened, but I easily could have been excluded from that school. Yes, a teacher can be very firm, but if a sub tries it, it's sometimes a different story.
I could share a number of similar stories. There was the first grade teacher who sometimes yelled at her students to keep them in line, but I would no longer be employed as a sub if I tried that! There was a third grade boy who frequently acted out, but when I tried to impose some consequences, I was told by another teacher to go easy on him because he had a rough situation at home.
In one of the oddest stories of all, I once subbed for a second grade teacher whose classroom management left a lot to be desired. You could see it with the way her students behaved. When I was with them, I was kind, but very firm. A classroom parapro whispered to me with a lot of admiration, "It's never this good in here when Mrs. __________ is in the room!"
Your second concern was that the sub didn't follow the lesson plan. There's no excuse for this, and I'd be upset too. At the same time, as others have pointed out, there are occasions when the plans are confusing or the lesson is a very complicated one. If a sub is there for a few days, it's one thing, but if it's a one-day job, it's another. Examples: 1. A teacher-directed science experiment involving lot of steps and a lot of supplies. 2. A long and intense teacher-directed math lesson with a lot of new terminology and new material. 3. A teacher-directed language arts lesson in which the teacher says to cover x, y, and y, while also telling the sub to follow the teaching plan prepared by another person which presents the material differently.
You also mentioned technology. That's an interesting one. I had a teacher once tell me not to use any of the classroom's technology, even though I knew how to use it. That made my day much harder than it should have been.
We subs are expected to leave feedback for the teachers.
Aesop should develop a substitute feedback form for teachers.
I think that blocking a sub without providing some form of feedback is the height of unprofessionalism. How do you expect a sub to improve if you just block them. Maybe there were extenuating circumstances. Maybe you forgot to include events or scheduling changes in your plans.
By the way, this blocking is a two way street. When subs get together we also discuss schools and individual teachers. It's interesting how the same teachers and schools keep coming up.
As a retired teacher with over 31 years of classroom experience, some of the teachers I sub for weren't even born when I started teaching.
I can afford to be very picky about my jobs and am booked ahead for weeks.
Speaking of, I have to stop now and head off to my subbing job. See ya on the blocking side.
"He also does not follow my plans. I expect the sub to *teach* my students, especially if they are there multi-day jobs."
Ok, so this guy isn't great. He's too relaxed and doesn't engage the students. Fair enough. I understand why you'd want a different sub who is hands on and willing to really dig in to the material.
Funny thing though...
This sub you don't like is me, (although I never take multi-day jobs) and I'll tell you why:
I've heard teachers complain on multiple occasions that subs don't "teach the students right." Ouch. Sounds like subs are in a bit of a catch 22 here. To teach or not to teach? That is the question.
And with common core being implemented now, there's a whole new world of confusing material. Some of it is adult-proof. How does one teach what they don't understand themselves? Subs don't have much time to learn the material in full. They need to improvise half the time. It's like the school system's message to subs is
"Here, teach this curriculum to students you know nothing about. Some students may have special needs but you need to figure that out. You've had a half hour to preview the material, now you know everything. Good luck."
Also, if students are on their laptops working quietly and independently, my voice will distract them and get them talking again. I want silence while students are working independently. Unless they have a question about the assignment. And a lot of the time I find the aides in the room tend to either take over and teach anyway, or simply stare at the teacher in silence.
That's why I'd be a sub you'd block too. And I understand why you would.
I certainly think there ought to be a way for a teacher to block a particular sub, but don't know if there is. The school system here has teachers list their favorite five subs into the system helping them to get a sub of their choice, and you may do that, but there are times those subs are unavailable and the least desired sub picks up the job.
I do not think it is insensitive to not want a particular sub in a particular classroom. The dynamics of the class may not be a good fit for that sub. It you can save the day by avoiding certain subs, why not? If that sub just isn't good with a particular class, there is no reason to have them banned from the whole building, especially since gaining experience with the overall school population should help a decent sub become the more experienced sub everyone is looking for.
If the absence is scheduled far enough out, canceling the job, then putting it in again later might help. If you have that sub's email, you might send an email apologizing that you had to cancel the job at this time, without giving further explanation (assuming you don't want to worry the sub about being removed from a job). That might give the sub time to pick up another job. Depending on your relationship with the secretary, or the attitudes of the secretary or admin, you might be able to talk to the secretary about switching that sub if they pick up your last minute job. I don't like that game personally, but it is played at the school I work. Rather than banning a particular sub, they let her come in, then will "ask" certain subs to switch. Some subs feel honored to be the trusted sub, or they will at least be flexible for the sake of the students.
Thank you, Fractured...I second that. .
I don't mean to condemn teachers who prefer the most
suitable sub for their class. That's understandable. But those of us who follow this forum know how often folks have posted about the anxiety and confusion they experience when they suddenly find they have been blocked. It really is not the best way to deal with personnel issues regarding substitutes.
I know the teachers don't create the system, but isn't it unfair to the substitute to be blocked without being given any feedback or opportunity to make improvements?
In any decent professional organization, there
is an employee review and evaluation process, and the employee is given opportunity to adjust and improve where needed. Don't substitute teachers deserve the same kind of consideration?
(My apologies for going a bit off topic. Just felt I needed to speak on behalf of the substitute teachers impacted by the blocking. Thanks.)
Have you had a face to face convo with them about what you expect from them? I always follow the teacher's plans, leave detailed notes about the day, and make an attempt to clean the classroom. If someone didn't ask me back and had a problem, I'd really like a convo first or at least an email before being blocked.
In our district, the secretary is able to block a sub, but theres a process. We would be required to fill in some paperwork stating our concerns with the subs performance. This however might hurt his reputation. Weve had some subs in our building that have weak classroom management, set off our kids with challenging behaviors and leave the classroom looking like a war zone. These would be our biggest reasons for blocking a sub, but weve never gone as far as submitting a statement because it feels too harsh. However, if that particular sub picks up the job, can you contact him and let him know you were hoping a specific person would pick it up? A bit uncomfortable but honest.
You could also just drop the job if he picks it up and repost after some time passes.
We tend to find our favourite subs and pre arrange with them so we avoid problems.
Good subs are worth their weight in gold. Hope you can figure things out!
I'm sorry but I can't answer your question, but can I ask if there's a way for you to leave the gentlemen some constructive feedback as to why you would not want him back? I know I would certainly appreciate professional feedback. How else would I improve? I realize not all welcome such information, but I'm certain you could present it in a non-confrontational manner.
I have to ask, what's the point of posting this discussion on the substitute teachers' forum. Seems a bit insensitive.
Depending on how your district has Aesop configured, you should be able to do that. I blocked a sub who was great with elementary students, but not middle school students. And I blocked two totally awful subs, who subsequently were blocked from the entire district.
Is there a way to block a sub from your class on aesop without dinging his/her reputation overall? I don't think this person is a bad person or a particularly terrible sub; I just don't think he does a very good job with my class.
I started to write a bunch of details, but those are irrelevant. I just need to know if this is possible.


text:
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The proposed site navigation is very simple - just Home, Photo Gallery and Contact, so a horizontal navigation under the header would be best (unless you can make it work vertically!!).
** Just to clarify - this contest is for the DESIGN ONLY - no coding is required!! **
Regarding feedback on concepts - I will provide initial feedback on concepts, and indicate whether a revision is needed, or if I will put it forward to the client. I will wait until I have a good number of concepts to put forward to the client, and then keep you apprised of their feedback and decision.
- Would like the pebble samples included in the header (so they show on every page)
- I'd like to emphasise the statement 'Introducing to Australia' in the design
- Please use the logo and images provided (but don't use the dark blue background layer - it's just there to show the 'sparkle' on the logo)
- fixed width, 760px wide;
- Image to be supplied as a layered PSD
- I'd like a content section for 'Why choose glass pebbles?';
- I'd like a section for 'View our Photo Gallery' with 3 or 4 thumbs of supplied pics;
- chosen colour scheme should reflect / complement the logo and water image supplied;
- their
basic contact info (address and phone number) needs to be shown on
every page, so you should place it either in the header or footer (just use the following placeholder text for now)
- Placeholder
text for address is Unit 13 / 388 Newman Rd
Geebung QLD 4034, phone is FREE CALL 1800 281 991 and email is email@example.com
- We like repeating the main navigation structure in the footer (as quick links) along with standard copyright blurb
- no Flash element placeholders;
- no Newsletter Signup / Client Login Boxes;
- no bright and gaudy colours;
- no Western Union payments;

subset: commoncrawl


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Makeover Multigrain Waffles
Total TimePrep: 15 min. Cook: 5 min./batch
Makes28 waffles
- 1 cup all-purpose flour
- 1 cup whole wheat flour
- 1 cup cornmeal
- 1 tablespoon sugar
- 1 tablespoon baking powder
- 3/4 teaspoon baking soda
- 1/2 teaspoon salt
- 3 large eggs
- 4 large egg whites
- 3 cups buttermilk
- 1/2 cup unsweetened applesauce
- 3 tablespoons canola oil
- 2 tablespoons butter, melted
- Butter and maple syrup, optional
- In a large bowl, combine the first seven ingredients. In another bowl, whisk the eggs, egg whites, buttermilk, applesauce, oil and butter; whisk into dry ingredients just until blended.
- Bake in a preheated waffle iron according to manufacturer's directions until golden brown. Serve with butter and syrup if desired.
Freeze option: Cool waffles on wire racks. Freeze between layers of waxed paper in a resealable plastic freezer bag. To use, reheat waffles in a toaster on medium setting. Or, microwave each waffle on high for 30-60 seconds or until heated through.
Nutrition Facts2 each: 187 calories, 7g fat (2g saturated fat), 52mg cholesterol, 336mg sodium, 25g carbohydrate (5g sugars, 2g fiber), 7g protein. Diabetic Exchanges: 1-1/2 starch, 1 fat.
Recommended Video
Jun 6, 2012
Made these again today for breakfast - made a full batch this time. Was able to omit all the butter in the ingredient list and cut down the amt of eggs from 7 to 5 and it still tasted great. I used 1/2 cup of oat flour and 1/2 cup of cornmeal instead of 1 full cup of cornmeal to give it another grain since each grain has different properties/nutritional values. I have some (15) ready to go in the freezer now for easy breakfasts over the next 2 weeks. Thanks again for the great recipe!
May 28, 2012
halved the recipe and it was perfect for the three of us to have seconds and some for the freezer for a couple busy mornings. Thanks for the great recipe. The only thing I changed was using all whole eggs and not some plus egg whites. I also added oat flour to the mix by cutting back on the white flour.
Dec 6, 2011
Sep 21, 2011
This was a hit from my 15 year-old to 5 year-old. I feel they got some nutrients while they just wanted a good-tasting waffle. It was a little time consuming at first, but next time I will prepare the dry ingredients first and have them set aside to try to make an early morning breakfast. Thanks!


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Earlier today, Rob Gronkowski's younger brother, Glenn, tweeted a picture of his Halloween costume. Oh, those crazy younger brothers. He's a college student, at Kansas State, so this costume actually fits his budget perfectly. No Shirt, and a jersey from his brother. The whole thing is priceless. We expect an apology will be forthcoming.
[Twitter] h/t Megan.


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Want to know exactly where is it located at the Nu Sentral Mall? Check this video out and you will find out!
I was all excited to learn about their openings each time. Just 2 weeks ago I went to their Mid Valley outlet and tried their cheese ice cream. Worth a try and it's so unique.
Enjoy the following promotions
25% off on:
Sofuto Ice Cream (30th May - 5th June)
Onigiri (6th - 12th June)
Sandwiches (13th - 19th June)
Hot Snack (20th - 26th June)
And some great deals when you buy their breakfast sandwiches.Here's a sneak peak at their store which is super clean and organized. The staff were super friendly. According to them yesterday it was crowded with people.
I could not get enough of this! My favourite item here is the tom yum starter bowl. Trust me! This is so yummy I finished all the soup till the very last drop. I also love their Matcha ice cream.
They also serve fresh bakery with a variety of interesting flavours. A great place for a grab and go breakfast especially for the office crowd and travellers who frequent that area.
Me and my Family Mart Time. Having my early lunch here before the crowd starts pouring in. This was at 11am.Head on over to Ground Floor of Nu Sentral (outside where the Monorail is) for your daily dose of Family Mart.
Follow Family Mart on Facebook to find out their next opening. I just can't wait!


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Are the abortion clinics in West Virginia dangerous places that need to be under special scrutiny and slammed with a bunch of regulations that don't apply to any other clinics performing similar medical interventions? West Virginia Attorney General Patrick Morrissey thinks so and has been on a crusade to make that happen. One piece of evidence that Morrissey has been using to demonstrate the supposedly dangerous conditions in West Virginia abortion clinics is a letter from Dr. Bryan Calhoun, the vice chair of the West Virginia University Department of Obstetrics and Gynecology. Calhoun wrote a very concerning letter to the attorney general about what he sees in his practice at Charleston Area Medical Center Women and Children's Hospital. The Charleston Gazette reported on the letter last summer:
"We commonly (I personally probably at least weekly) see patients at Women and Children's Hospital in our emergency room or our ultrasound center with complications from abortions at these centers in Charleston: so much for 'safe and legal,'" Calhoun wrote to Morrissey. "These patients are told to come to our hospital because the abortion clinic providers do not have hospital privileges to care for their patients, so we must treat them as emergency 'drop-ins.'"
Calhoun, who also works for the anti-choice National Institute of Family and Life Advocates, seems to be angling for West Virginia to require hospital admitting privileges for abortion providers, a common strategy anti-choice lawmakers use to shut down abortion clinics. Pro-choicers argue that the privileges are unnecessary and unobtainable. Hospitals often refuse to give doctors admitting privileges, and hospital complications arising from abortion are so rare, they say. Calhoun's letter, however, suggested otherwise.
Well, it looks like Calhoun made it all up. Friday, RH Reality Check reported that S. Andrew Weber, the vice president and administrator of the Charleston Area Medical Center Women and Children's Hospital, is directly contradicting Calhoun's claim that there are weekly incidents of botched abortions at their hospital. Instead, Weber writes, there were only five abortion patients in all of 2012 admitted to the hospital and only two who were admitted for abortion complications. (The others appear to be cases of molar or ectopic pregnancies, which have to be aborted no matter what.) In addition, RH Reality Check discovered that despite his supposed stream of abortion-injured patients, Calhoun never once reported any incidents to the West Virginia Board of Medicine.
Interestingly, the image Calhoun invoked is a familiar one: It recalls the testimony of doctors who saw often gruesome abortion injuries in the years before Roe v. Wade, often because desperate women tried to abort their own pregnancies. There's an ugly irony at work here, with anti-choicers co-opting these incidents to shut down the very clinics that help prevent these kinds of injuries from happening in the first place. State delegate Nancy Peoples Guthrie has requested that the state medical board investigate Calhoun, and under the circumstance, that appears to be the only responsible course of action.


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This is a Thursday's Travels - Anything about previous, current and future (upcoming) travel exploits entry under my Singapore Travel Blog themed blog posts! For more info about the themed blog posts, do read the entry here.
I can't get enough of Club Med. 4 years ago, I surprised Skai with a vacation to Club Med Bintan. It was such an extraordinary time that we couldn't stop raving about it to friends and family.
This time, with the huge Club Med Phuket promo, Skai and I booked a trip to Phuket! Every year, we visit Phuket without fail. That's something magical about Phuket for us. We love the people, the beach, the laidback lifestyle and the food.
Needless to say, this Club Med experience wowed us too thus for today's Thursday's Travels post, I decided to pen down 10 reasons why I love Club Med!
1. Free flow of alcohol
There is a beauty in guzzling free drinks. It felt almost sinful enjoying beers over wine over to cocktails for every meal. The alcoholic hubby was grinning ear to ear the entire trip.
And I know it wasn't my lovely presence that made him so happy. It was the nonstop free flow of alcohol. The feeling of never ever having to pay for an overpriced cocktail during our trip was so good.
This is one of the reasons why I've been trying to get my girlfriends to go Club Med with me. It'll be PARTY TIME ALL DAY!
2. The rooms are extraordinary.


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The products selected for routine scrubbing of floors, cages, and litter pans are extremely important
in the control of disease and odor. Several of these concentrates which are specifically designed for animals are available
through your veterinarian. These products list the specific micro-organisms against which they are effective. Small amounts
of liquid bleach added to a good household detergent makes an effective disinfectant and is lethal to fungus. Avoid any
product containing phenol.
Litter boxes should be completely changed and scrubbed at least once a week. Not only is this a good
sanitary practice, but it also breaks up the reproductive cycle of roundworms. The walls of the cattery need to be washed
down periodically.
In setting up the cattery, it is wise to plan an isolation area. New cats coming into the cattery, cats
returning from shows, and sick cats can be confined here to avoid the risk of contaminating the entire cattery.
Ideally, this area should be on a different heating and cooling system from the rest of the house. For
most breeders, however, this is not feasible. A spare room or bathroom will often be the solution.
This should be outfitted like any other areas, but special care should be exercised when this space is
being used.
Always attend to isolated cats last and make sure the water and food dishes and litter box are kept
separate. This is easily done by marking them with fingernail polish. Spray your clothes and shoes (especially soles) and
wash your hands before handling any other cat. If your fears are realized and the cat in isolation is seriously ill, you
should repaint the area before using it again.
A leukemia isolation is handled much the same way. This virus, however, is not airborne. FeLV is fragile
outside the cat, unlike many upper respiratory viruses, and can live only about three days under optimum conditions. Once it
dries or comes in contact with disinfectants, it is killed. Special care must be used to see no other cat shares this cat's
food, water and litter pans, as these are the principle paths of infection.
In case an epidemic hits the cattery, isolate and treat all infected animals. When the situation subsides,
the most effective way to stop the "bug" from lingering is to entirely repaint the cattery and seal in the infection. This is
more effective than any disinfectant ever produced.
If your finances permit, there are several extras you may wish to consider.
You may wish to install a separate heating and cooling unit in the cattery. For a small cattery, window
units that do both are available. For a larger cattery, a separate furnace and air conditioner unit will be necessary. In
this way, you can keep all odors confined to the cattery. You also can maintain the most advantageous temperature for your
breed. In all probability, this will be much more comfortable than the temperature you are maintaining in your house.
In humid climates, dehumidifiers keep the moisture content of the air at acceptable levels. This
discourages fungus and upper respiratory disease and keeps the cats' coats in prime condition. In the wintertime, a
humidifier will serve the same purpose.
Ultraviolet light systems are quite effective in killing airborne microorganisms. Ozone is an excellent
deodorizer and air purifier and has antibacterial properties.
Get Meow Power and Subscribe to Cat Talk, the CFA's bi-monthly, print magazine that captures the many voices of the Cat Fanciers' Association.
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• Dates
• Locations
• Judges
• and more!
Find it Now! >
T-Shirts and Clothing
Posters and Art
Stickers and Flair
Home Decor


text:
|Principal category
|Word count (approximate pages)
|91,000 (222)
|In Kindle, Epub or PDF formats
"Romance and intrigue in 1856 Yorkshire"
Autumn 1856 and young and feisty Isabelle Sedgeford runs terrified from Blakefields Mansion, leaving behind her friend Abigail who has fallen in love with a schemer and is being held prisoner for her own protection.
The two girls had expected an introduction to society, and possibly romance, but instead they walked into a hotbed of intrigue which extends far beyond the walls of the grandiose Mansion in the West Riding of Yorkshire.
Izzy urgently needs to find someone she can trust. Of the gentlemen, none has yet proved his worth and integrity beyond doubt. Robert appears to be honest, but is undoubtedly devious. The Lord of the Manor and his friend are clearly hiding a secret. The owner of Stonecrest, the adjacent estate, has a blunt character and a dark stain in his past.
Buy in confidence – full 'No Quibble' refund if not satisfied.
Blakefields Mansion and its soon-to-be-released sequel, Stonecrest, are realistic historical romances that will draw you into their exciting pages and have you rooting for the Good and True among the many satisfying plot twists.
Do you love the works of Jane Austen and Charles Dickens? If so, Blakefields Mansion is a fresh story with a familiar feel.
Insider View – read a sample completely free-of-charge
BUY Blakefields Mansion for only $4.00


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The parents of a man who went on killing rampage in a Southern California college town last week never thought their son would turn violent and still can't bring themselves to read the chilling manifesto he left behind, a family friend and spokesman said Thursday.
"It's an awful piece of writing," Simon Astaire told "Today" show's Matt Lauer of the 137-page document Elliot Rodger wrote expressing feelings of isolation and resentment toward women he felt rejected him. "They are going through absolutely enough at the moment. They are mourning the victims more than they are mourning their son."
Rodger, 22, killed six people in a stabbing and shooting rampage before apparently taking his own life during a car pursuit in Isla Vista on Friday night, officials said.
U.S. & World
Astaire said Rodger's mother, Chin Rodger, and his father Peter Rodger, tried to find their son after his social worker contacted them and led them to see a troubling email from their son and a YouTube video titled "Retribution." While racing to Isla Vista in separate cars, they heard news of the shooting near UC Santa Barbara on the radio, Astaire said.
"There's a shooting, mass killings, and then the black BMW is involved," said Astaire of what the parents heard. "And they are living their nightmare. They are hearing their son is murdering people."
Rodger stabbed three men to death inside his Isla Vista apartment prior to the shootings, which started outside the Alpha Phi sorority house with the slayings of two UCSB students, sheriff's officials said. He went on to fire rounds at multiple locations in the community of student residences, killing another student at a nearby deli.
He apparently shot himself during a car pursuit, officials said.
Asked if the parents tried to piece together what caused their son to carry out the mass shooting, Astaire said, Elliot Rodger "had been living another life for a number of years."
He said the parents thought Elliot Rodger may harm himself, but never other people.
"I suppose the reason that I'm here talking with you," Astaire who is a talent agent and media adviser, told Lauer. "I could at least try to express their deep, deep remorse and grief for these innocents that didn't return on Friday night."
Astair also read an emotional statement from the Roger family at the beginning of the interview:
"We're crying in pain for the victims and their families. It breaks out hearts on the level we did not think possible," the statement read. "The feeling of knowing that it was our son's actions that caused the tragedy can only be described as hell on earth. It is now our responsibility to do everything we can to help avoid this from happening to any other family. Not only to avoid any more innocents destroyed but also to identify and deal with mental issues that drove our son to do what he did."


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I'll be riding in the rain come Monday and probably for the next several days. I'm not much of a rain rider, but when it comes to commuting, I'll do it unless the rain is accompanied by strong winds.
My rain gear is, in a word, PVC, or polyvinyl chloride. I have been reluctant to spring for a $100 jacket with "Gore-tex®" properties. I may do that soon and, if I do, I'll write a report. I've read many accounts of how well they work, so I'm not so much doubtful as I am cheap. It doesn't rain all that often in Northern California.
What I do recommend is fenders. You can live with a lousy rain jacket, but riding without fenders is dirty business. My rain bike is the Bianchi Castro Valley, so named because Bianchi has a U.S. office near that Bay Area community.
The bike was a decent value at $750 when I bought it in 2005. It has a dynohub so I don't need to worry about light batteries, but the bulb can burn out. A flickering LED serves as backup.
I've ridden this bike into the Santa Cruz Mountains, in addition to commuting. It has plenty of gears for hills. I can't say I'll ever enjoy riding in the rain, but it's all part of being a bike commuter.


text:
The MyMarlow Events Calendar
*Publicise your own event* Simply Click here to add your own events.
*Want curated highlights of this your Inbox?* Then sign up to our monthly events email newsletter.
Events for June 17, 2019
Events Search and Views Navigation
- No events scheduled for June 17, 2019. Please try another day.


text:
BBC News
- Global Talent visa: New system to keep UK 'open to talented scientists'
- Labour leadership: Starmer urges end to Westminster power 'monopoly'
- Kobe Bryant death: BBC apologises for TV news footage mistake
- Duchess of Cambridge's 'personal' portraits of Holocaust survivors
- Parlez-vous Francais? Maybe not if you're a boy
- Calls for 'virginity repair' surgery to be banned
- Grenfell Tower fire: Second phase of inquiry to begin
- 38 killed on smart motorways in last five years
- Liverpool's first team will miss replay, says Klopp
- Coronavirus: Airlift for Britons trapped in China 'under review'
- HS2: Cabinet minister has 'gut feeling' rail project will be cleared
- Post-mortem tests on man killed in Hull house fire with daughter
- When Radiohead were just a 'shaky' pub band
- Climate Change: Tough questions at first UK assembly
- Would Greta Thunberg's generation play with these toys?
- Fast fashion: Can it ever be ethical and cheap?
- Chinese New Year: England welcomes the Year of the Rat
- Beatles, Rolling Stones and more album covers as pottery
- The art of having a memorial bench for a loved one
- Para-swimmer Grace Harvey speaks about walking in a robotic suit
- 'Postnatal depression doesn't only affect mums'
- Sky Brown: Skating towards Tokyo 2020 Olympics
- Salt 'n' sauce - Scotland's culinary divide
- Instagram rejected model's rosacea images
- Retired tailor makes Burns Night waistcoats in his care home
- Newspaper headlines: Basketball legend killed and Kate's photos of Holocaust survivors
- Jordan Sinnott: Murder arrests over Matlock Town footballer's death
- Edinburgh woman died 'after attack by robber who knew her'
- MOTs: More details released about exemptions after test centre problems
- Cwm Taf maternity: Calls for police investigation
- Nut allergy girl's fear over Emerade adrenalin pen failure
Local Pubs in FOUNTAINHALL:
BeerInTheEvening.com search for pubs in FOUNTAINHALL
TheGoodPubGuide.co.uk search for pubs in FOUNTAINHALL


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Zipper Interactive is bringing the full weight of their shooter expertise to bear on the PlayStation Vita early next year with Unit 13, a competitive and cooperative third-person shooter custom made for Sony's touchy handheld.
In Unit 13 players will choose one of six special operatives to tackle 36 varied missions across nine locales. As they complete missions they'll unlock more challenging "High-Value Target" scenarios which will be shareable with others through the Vita's Streetpass-ish Near feature. The game is geared at always keeping the player connected to other competitors around the world, constantly updating them on their position on the global leaderboards, delivering Daily Challenge content to keep things fresh once the smoke has cleared.
On the co-op side of things, players will be able to connect and chat via the Vita's built-in microphone, vying for position on the global, regional, and friend mission leaderboards.
While it doesn't sound like my cup of tea, Unit 13 should give shooter fans something to do with their hands once the Vita launches in North America in February.
Deploying at Vita Launch: Zipper's Unit 13 [PlayStation Blog]
You can contact Michael Fahey, the author of this post, at email@example.com. You can also find him on Twitter, Facebook, and lurking around our #tips page.


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Katie May necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 70 diseños de 33 diseñadores freelance.
http://www.kidpsot.com.au is the #1 website for parents in Australia. We are launching a sister site to assist with SEO and give the company another site for content and links.
Parenting Resources
Desired Color Scheme:
prefer bold colours to pastels
Desired Style:
bold, clean, modern - no bubbles or unecessary design elements please
Accepted File Formats:
Standard Web Formats (.jpg, .gif or .png)
We would like a modern, simple, straightforward logo for the new sister website to Kidspot - called Parenting Resources. The logo should NOT mention Kidspot but rather look like something that could be complimentary to the original site's identity. This is NOT a must - it can be a completely new look if it's strong enough. The logo should communicate: authority, useful AND easy to understand and engage with. The name needs to be clear and bold in the design (it does NOT have to include the ".com.au" url extension but can). We have been involved in the development of 2 other logos/businesses that will probably give you a feel for the sort of "look" we favour - please check out http://www.seek.com.au  and http://www.kidspot.com.au . The logo is likely to live primarily online as opposed to on t-shirts, print ads, etc.
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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At Clifty WebWorks we offer the most competitive high quality commercial hosting plans available. For less than $15 per month you get:
We also specialize in custom electronic commerce solutions.
Let us help you create an online store and
Home | Our Services | Help | Your Shopping Cart | Contact Us
|All contents © copyright 1997-2009 Clifty WebWorks


text: Singer with Can in the early '70s, Suzuki was a ajor part of the group which concocted the fascinating Tago Mago, Ege Bamyasi and Future Days LPs. His vocal style was unique an inimicable, drifting freely between German, Japanese and English, whilst flowing and conducting the music, rising with its crescendos and flowing with its more delicate ambience. Suzuki continues to tour the world with the help of groups recruited through his online Network (www.damosuzuki.com), playing with different musicians in each city he visits.


text:
DoubleNJenn necesitaba un nuevo diseño de logotipo y lanzó un concurso de diseño en 99designs.
Un ganador ha sido elegido entre 40 diseños de 12 diseñadores freelance.
Commonknowledge from Commonwealth Legal
Commonwealth Legal offers a full range of litigation support and evidence management services to law firms, corporate counsel, judges and various government departments across North America who are involved in some stage of the litigation process.
We are leading edge and technically savvy.
COMMONknowledge will be used as a value-add service for on-site training of Litigation Support Professionals, Lawyers and clientele who are involved, or may become involved, in litigation.
They are:
- 35 to 45 years old
- 50:50 Male to Female
- Middle to high income
- Are interested in "gadgets"
We have just recently launched a new online learning centre (aka online lessons and tests) called, "Commonknowledge", which we now need a professional-looking logo for. Until now, we've been using COMMONknowledge where the font is Arial and "knowledge" is italicized. I know we can do better!
IMPORTANT: The final logo must be complementary to Commonwealth Legal's corporate logo (two versions attached for reference) as it will appear both on its own or with the Commonwealth Legal logo in various marketing materials.
Blue: RGB 14/41/146
Yellow: RGB 255/186/0
CORPORATE LOGOS (for reference)
Two versions are attached. Either one of these versions or even just the emblem can be used.
Final format as high resolution JPG, but original artwork will also be requested.
Descubre cómo funciona un concurso de diseño u obtén más información sobre nuestros servicios de diseño de logo.


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The iSight is the brainchild of Apple's continuous innovation in terms of shooting and imaging prowess. This has led to "iPhoneography," a term coined referring to the art of creating a photograph using an Apple device. But with the birth of the new iPhone, the ball game of creating masterpieces has shifted from quantity to quality.
For a stunning mobile photograph, the page of iPhone 5S on O2 suggests to use the improved larger pixel, and new features such as the Burst Mode, True Tone Flash, and the Slo Mo. In this post, we'll highlight tips to help you fully … Read more


text: Job Discussion Forums :: View topic - Feasibility study re operating a small ESL business Get TEFL Certified & Start Your Adventure Today! Job Discussion Forums"The Internet's Meeting Place for ESL/EFL Students and Teachers from Around the World!" FAQ Search Memberlist Usergroups Register Profile Log in to check your private messages Log in Feasibility study re operating a small ESL business Job Discussion Forums Forum Index -> General Africa Forum View previous topic :: View next topic Author Message eslegyptJoined: 22 Dec 2004Posts: 9 Posted: Sun Dec 26, 2004 1:41 pm Post subject: Feasibility study re operating a small ESL business I am interested in conducting a feasibility study on operating a small ESL business teaching adults in one of the smaller cities in Egypt (not Cairo or Alex). e.g. cities like Damietta or Port Said with a population of 500,000 each. I see lots of information available on teaching and what schools are good/not good to work for, but I never see any tips on evaluating ESL as a business opportunity. Can you point me to any published material, web sites or individuals? I want to know what the factors are that I need to consider. e.g. population to income to competition to need to advertising, etc. I have many years experience in Information Technology as a project manager and analyst in Canada, plus I earned by CELTA certificate last year. My husband is Egyptian and we are hoping he could do the marketing. We would hire another native English speaking person to teach. I would teach part time and manage the business part time. Back to top Display posts from previous: All Posts1 Day7 Days2 Weeks1 Month3 Months6 Months1 Year Oldest FirstNewest First Job Discussion Forums Forum Index -> General Africa Forum All times are GMT Page 1 of 1 Jump to: Select a forum Where to Begin----------------General DiscussionNewbie ForumCurrent Events ForumTechnology ForumOnline Teaching Forum Africa Forums----------------General Africa Forum Asia Forums----------------CambodiaChina (Job-related Posts Only)China (Off-Topic)Hong KongIndiaIndonesiaJapanMalaysiaPhilippinesSingaporeTaiwanThailandGeneral Asia ForumVietnam Caribbean Forums----------------General Caribbean Forum Europe Forums----------------Czech RepublicFranceGermanyGreeceItalyMacedonia and the BalkansPolandRomaniaRussia & C.I.S.SpainTurkeyUkraineUnited KingdomGeneral Europe Forum Latin America Forums----------------ArgentinaBrazilChileColombiaCosta RicaMexicoMexico (off-topic)PeruGeneral Latin America Forum The Middle East Forums----------------BahrainEgyptIsraelKuwaitOmanQatarSaudi ArabiaUnited Arab EmiratesGeneral Middle East Forum North America Forums----------------General North America Forum Oceania----------------Australia/New Zealand You cannot post new topics in this forumYou cannot reply to topics in this forumYou cannot edit your posts in this forumYou cannot delete your posts in this forumYou cannot vote in polls in this forum This page is maintained by the one and only Dave Sperling. Contact Dave's ESL Cafe Copyright © 2018 Dave Sperling. All Rights Reserved. Powered by phpBB © 2001, 2002 phpBB Group Teaching Jobs in China


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Red Sox - 200 010 001 - 4 10 0 Yankees - 000 100 000 - 1 7 1Adrian Gonzalez gave Jon Lester (7-5-1-2-4, 105) all the runs he needed to work with when he belted a two-run homer in the first inning.
Lester retired the Yankees in order in only one of his seven innings. Two Yankees reached base in the first inning, but New York managed only one baserunner in each of the other five frames against Lester. Curtis Granderson hit a solo home run in the fourth.
Carl Crawford singled in the first and stole second before Gonzalez went deep. In the fifth, Pedro Ciriaco (4-for-4 in yet another outstanding game against the Yankees) singled and scored on Nick Punto's double. Scott Podsednik singled to lead off the ninth, went to third on Ciriaco's double, and scored on a wild pitch.
In seven games against New York this season, Ciriaco is batting .517 (15-for-29).
Ellsbury, CFFelix Doubront has been placed on the 15-day disabled list, with Mauro Gomez being called up.
Crawford, LF
Pedroia, 2B
Gonzalez, 1B
Ross, DH
Lavarnway, C
Podsednik, RF
Ciriaco, SS
Punto, 3B
Boston is 6.5 GB in the wild card standings.


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Receive updates and compelling news on VisionFund International and the network
of microfinance institutions by email.
Outstanding articles, news stories, and achievements are regularly highlighted with
captivating photos and media. Sign up today.
Media Elements
VisionFund Malawi is a leading microfinance institution established as a subsidiary of VisionFund
International, a global microfinance institution operating in Africa, Asia,
Latin America and the Middle East/Eastern Europe. VisionFund International is a
wholly owned subsidiary of World Vision International, a Christian relief
development and advocacy organization. Working together, we provide the
foundations for local economies to flourish in healthy and safe communities.
We provide financial services to people
who would otherwise have little or no access to credit. The well-being of
children, families and communities in Malawi is our main focus. We serve the country's poorest people by
helping them start or grow their own businesses through loans of just a few
hundred dollars.
Over 40% of people living in Malawi live below the poverty line. Most of these are women.
Around 80% of Malawians live in rural areas, with smallholder agriculture being the main economic activity. However, many people can't afford to buy seed and fertilizer, and therefore have problems accessing the necessary farming products. As a result, harvests can be modest because of the use of recycled seed and a lack of fertilizer.
With social and economic difficulties typical for the region, our microfinance services meet the needs of rural communities.
Chief Executive Officer – Chilala Hakooma
Chilala Hakooma joined our organisation in 2015 as acting CEO. Chilala has been a part of the VisionFund network since 2010, most recently working as COO at VisionFund Zambia since 2012.
Chilala holds a Bachelors of Science Degree in Agricultural Economics and Post Graduate Diploma in Monitoring and Evaluation. He is currently in his finals stage of study for the Masters in Business Administration (International Business) with University of Greenwich.
Chief Finance Officer – Samson Sikelo
Samson Sikelo Phiri joined VisionFund Malawi as Chief Finance Officer in September 2013, previously having worked at the MicroLoan Foundation, where he headed the finance department for 3 years. Samson is a seasoned finance and administration manager with over 10 years of senior management experience. His areas of expertise include: financial and operation management, planning, budgeting, treasury management, stakeholder management (Central Bank, Microfinance Network, External Auditors and Board of Directors), financial reporting, compliance and general administration. He holds a BSc (Hons) degree in applied accounting from Oxford Brookes University and is a qualified ACCA accountant (CPA) MW.
Human Resources and Administration Manager – Temwachi Nkhono
Temwachi Nkhono joined VisionFund Malawi as the human resources and administration manager in May 2013. Temwachi came to VisionFund Malawi with over 7 years of human resource and administration expertise. She holds of a Master of Business Administration Degree (MBA) from Eastern and Southern Africa Management Institute (ESAMI).
Chief Operations Officer – Finley Kandaya
Finley Kandaya joined VisionFund Malawi as operations manager in July 2010 before becoming chief operations officer in 2013. Finley has over 14 years of operations management experience in the financial services sector in Malawi. He was part of the turnaround team that saw VisionFund Malawi become a self-sustainable organization. He holds a Degree in Business Administration from the University of Malawi.
Marketing and Integration Manager – Francis Akwanjana
Francis Saka joined VisionFund Malawi as marketing and integration manager in May 2013. Francis is a seasoned marketer with over 7 years of senior management experience. His areas of expertise include: brand management, strategy development and execution, opportunity identification and exploitation, business risk management, team development and motivation, media relations and marketing projects management. He holds a Master of Business Administration Degree (MBA) from Management College of Southern Africa and is a qualified member of the Chartered Institute of Marketing.
Internal Audit Manager – Reuben Langson Kuzemba
Reuben Langson Kuzemba joined VisionFund Malawi in March 2012 as the internal audit, risk and compliance officer. He assumed the internal audit manager position in June 2014. He is a capable and articulate internal audit manager with a decorated track record in executing robust audit plans, audit strategies and managing larger-scale internal audit assignments spanning over 10 years. He holds a Diploma in Accounting (PAECM) and has studied CIMA and CIA. His current role ensures proper conduct of risk based audits to identify uncontrolled risk exposures and bring them to the attention of senior management and the board.
©2014 World Vision International. All photos are the property of World Vision.


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One of my 2016 sewing goals was to use my stash and improve my quilting skills. I also wanted to make a Christmas quilt that we could use to snuggle under when we binge on Hallmark movies. Since I saw it popping it up on IG quilting feeds I have admired the Dwell quilt in Camille Roskelley's book, "Sew Retro."
For this quilt, I used up about 80% of my holiday fabric (I still have some in non-traditional colour ways) on this quilt.
|Thank you to sewing pals for holding up your quilt in front of the Court House!
The binding is a diagonal red stripe (Sedef''s Sweet Orchard collection at Down the Grapevine Lane). Fabric Spark opened a store front close to my home and I was happy to find this print as I had my heart set on a striped binding.
The long-arm quilting in a snowflake pattern was done by Michelle at Quilted Memories. I chose to back the quilt in a grey flannel.
I am so happy with the way it turned out (even though there are a few imperfections here and there) and even happier that I was able to use my stash and accomplish a goal!


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In the first days of the New Year, FSTC team is pleased to present to our wide community Issue 10 of this periodic publication. We list in this new release detailed coverage on FSTC recent activities including the work of its members and subsidiaries.
This Issue highlights the continuing success of "1001 Inventions" in its world tour, which now brings it to the South Asian shores, in Malaysia. In partnership with National Geographic, FSTC produced content for a new kids book based on the 1001 Inventions book. FSTC President, Chairman, members of FSTC Advisory Board, the Research Team and the Editorial Board continued lecturing and publishing on different subjects around the world. The dissemination of knowledge about the cultural roots of science and technology, which is FSTC's main objective and fundamental mission, is pursued with the same dedication. Many other initiatives and projects are in the pipeline for 2013; all to be reported in forthcoming issues. You can also keep in touch with us and know more through our electronic platforms:
FSTC Newsletter
January 2013 Issue 10
Email not clear?
View it in your browser: http://www.fstcnewsletter.co.uk
Or download as PDF http://www.muslimheritage.com/FSTC/newsletter/issue10.pdf
If you do not wish to receive this newsletter anymore, please email to firstname.lastname@example.com with the subject line "opt out".
Copyright © 2013 FSTC - All Rights Reserved


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Showers and storms are expected in South Florida through the weekend as what's left of the dissipated Tropical Storm Chantal brings moisture to the area.
Rains Saturday was spotty but heavy, and Broward County fared the worst.
The National Weather Service issued an urban flood advisory until 11 p.m. Saturday for Broward County. The advisory includes the cities of Tamarac, Sunrise, Pompano Beach, Plantation, Margate, Fort Lauderdale, Deerfield Beach, Davie and Coral Springs.
A flash flood warning was also issued for Broward until 9 p.m. Saturday.
As of 6 p.m. Saturday, Weston, Pembroke Pines, Davie, Cooper City, Plantation and Pompano Beach had all picked up two or more inches of rain. Most of Broward County picked up between one to two inches of rainfall.
Hit or miss showers are expected through the day Saturday and Sunday. There'll be periods of sunshine, but showers and storms will be mixed in as well. High temperatures will be around 89.
The weather pattern starts to change by Monday, bringing rain chances down for the early start of the work week.
The next system could bring additional rainfall for Tuesday and Wednesday. Conditions really dry out and warm up by the end of the week.
More Weather Content:


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A memorial for the nearly 200 fallen Iraq war veterans from Florida is now on display near Tampa.
Veteran Mark Goujon lost three members of his Air Force team in 2007 when an improvised explosive device detonated. He spent two years raising money for the memorial, which was unveiled Saturday. The Tampa Bay Times reports some of their mothers of the 190 fallen Florida veterans read their names aloud during the ceremony.
Two concrete pillars for Operation Iraqi Freedom and Operation New Dawn mark the entrance to a 12-foot concrete stoop topped with a bronze statue of a rifle emerging from a pair of boots with a helmet on top. The soldiers' names are etched into dog tag symbols.
Hillsborough County contributed $100,000 to the monument and private donors raised $51,000.


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Lunch Time Lineup
Howl with delight during these activities.
Have a balloon twisted into the shape of your favorite little critter, let your face be transformed during face painting or create a one of a kind masterpiece during Paws-On Projects. Make sure to stay picture perfect, a Great Wolf Kid may want a selfie with you!
Times vary daily. Check our online Event Calendar or see your Lodge Life activity guide upon arrival.
Paws-on Projects
Vacation fun without craft time would be like water park fun without the water! Kids will beam with excitement and accomplishment as bits and pieces come together into a beautiful new something. Make free Paws-on Projects a pawsitively fun part of your child's Great Wolf Lodge experience.
Face Painting
Kids can have their faces transformed with designs as unique as them or have a paw planted center cheek. Either way, they are the masterpiece at the end of this fun activity.
Balloon Twisting
Have a balloon twisted into a gizmo, gadget or thingamajig; whatever fits your vacation mood. Smiles and giggles are sure to be had by all.
Interaction Reaction
It doesn't take long to figure out that families and water parks have great chemistry together! Join us as we make learning about science super easy during Interaction Reaction. This science show is entertaining for all ages and everyone is encouraged to participate. Our hypothesis is that you won't be disappointed!
Critter Cartoons
Learn to draw one of the Great Wolf Kids during this guided art class. From Wiley's friendly green eyes to Sammy's big smile, wolf pups of all ages will have a creative masterpiece to take home and show their friends.


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October 02, 2010
(rt) Photography: Vintage space suits, lenses, & more
- Check out this fun little SLR-shaped USB thumb drive.
- From the escuela vieja:
- I love this juxtaposition of high & low tech: Space Suit of the Week
- Rosemarie Fiore has created long-exposure captures of Atari games [Via]
- Dreamy: pairing Canon 5DmkII plus a 102-year-old lens. (via @daringfireball)
- Astrophotography: "Crescent Moon With Earthshine" created using HDR in Photoshop.
- Canon's developed one enormous motherscratchin' camera sensor.
I have to wonder just how big the pixel sites are on that Canon sensor. What a cool development.
Recently Approved
Copyright © 2020 Adobe Systems Incorporated. All rights reserved.
Terms of Use | Privacy Policy and Cookies (Updated)
Terms of Use | Privacy Policy and Cookies (Updated)


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This awesome pack contains 3 flyer designs for special events at clubs, birthdays, for celebrations, invitations, facebook timeline covers, e-flyers, or any other related event.
- "One More Time Flyer" View full template details HERE
- "Lovers Night Flyer" View full template details HERE
- "Rock That Body Flyer" View full template details HERE
Print ready designs, CMYK, 300dpi, this flyers include bleeds, trims and guidelines. Each file comes with a "ReadMe" file with font information.
Note models are not included. View each flyer details to get the links of the images.


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Social Inclusion: Gender and Equity in Education SWAPs in South Asia, Sri Lanka Case Study
©UNICEF/Sri Lanka/2007
Author/Publisher: United Nations Children's Fund: Regional Office for South Asia (UNICEF ROSA)
Language: English
Download: PDF
In Sri Lanka, the right of all children to education was recognized as far back as in the 1940s, even before she regained independence. As a result of several progressive policies introduced to ensure this right to all children, such as provision of free education, change in the medium of instruction to mother tongue and incentives such as free mid-day meals, free textbooks, school uniforms and subsidized transport, Sri Lanka has achieved a net enrolment rate of 97.1% for boys and 95.6% for girls in the primary education cycle. Yet around eight per cent of the children of school-going age are estimated to be out of school. Girls have achieved near parity status in access as well as performance. Stakeholders, however, have been extremely concerned about the quality of education. The educational reforms launched from the 1990s have seriously focused on improving the quality of education, but the effectiveness of implementation of the reforms has been questioned.


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bmaworld needed a new logo design and created a contest on 99designs.
A winner was selected from 16 designs submitted by 12 freelance designers.
lookign to get a logo for a new IT company
Virtual Area Networks
100 % Virtual
Desired Color Scheme:
blue and or yellow
Desired Style:
moving like, futuristic
Accepted File Formats:
illustrators, photoshop
Logo must be in vector for future use. logo must be futuristic, virtual.
initial VAN
colors if possible blue and yellow
Find out how a design contest works or learn more about our logo design services.


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Turbo molecular Pumps
Htc vacuum is authorized sale agent and
pump server center for EDWARDS turbo moelcular pump in Taiwan.
|Htc vacuum Technology Service Center has a complete line of decontamination, cleaning, drying, balancing and vibration analysis equipment to minimize failures. Htc vacuum is your high qualified partner in any vacuum pumps and gate valves of servicing and repairing, such as industrial pump repair, vacuum pump overhaul service, turbo molecular pumps, dry pumps, cryogenic pump , oil rotary vane pumps and vacuum gate valves.
Htc vacuum, A complete line of turbo molecular pumps are available for EDWARDS authorized agent. Turbo Molecular Pumps (TMP) make the vacuum environment that is indispensable for the manufacturing processes of semiconductors and FPD industry.
Since the moment you contact with us, your needs and satisfaction will be our priority to offer service and support.
|Any Vacuum PUMPs and Gate Valves Service request, please e-mail to : email@example.com
Contact Us today for a quote
Technology Service Center
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St. Albans
London Road
For when only a fry-up will fill that gap.
This site is here to keep the great British tradition of the "Greasy Spoon" and the Full English Breakfast alive!
The goal – to have all cafés in the UK listed, so wherever you are, you know where your nearest fry-up serving establishment is … with your help, ifancyafryup will be the first place to come when you want a fry-up!
Dave Fry.


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Additional photos added to website
Under the Wedding section on the website, it would be nice to be able to upload more than one more photo (1 for ceremony, 1 for reception). And an option for a photo of a map. Is this possible?
Hi and thank you so much for your idea!
We will definitely take this into consideration. We're always trying to improve the Wedding Website experience for couples so we welcome all of your great ideas.
We will keep this forum updated as we make improvements!
Enjoy your planning!
1 comment
Vickey Burk commented
Please add a Go To Page Number option for viewing the wedding photos. "Go to page 601" for example.


text: HUNT Take Advantage Of Increases In The Hunting Market By J.K. Autry IN THE Caldwell's DeadShot FieldPod hunting rest provides stability and is fully adjustable. Visit www.shootingindustry.com/caldwell. T his is an exciting year for Bob Nosler. The president and CEO of Nosler is enjoying the largest number of ammunition orders "Hunting licenses are up about 15 percent," Nosler said. "I think that's a good sign. There will still continue to be an emphasis on .380s and the 9mm, but I think as far as what we're seeing in hunting market, it's really good." The U.S. Fish and Wildlife Service re- in the 63-year history of his company, and he's crediting the recent upswing in hunting for a good portion of the increase. Now is the time for dealers to capitalize on this increased interest in hunting. Richard Sprague, owner of Sprague's Sports in Yuma, Ariz., sees hunters of all different skill and interest levels come into his store every day. ports that hunting licenses are up by more than half a million. All of those new hunters will spend an average of $1,580 on big-game hunting, $822 on small-game hunting and $1,160 on migratory bird hunting this year, according to the 2011 Industry Intelligence Report from NSSF. Making The Sale Sprague's Sports in Yuma, Ariz., offers a vast number of hunting products. To take a number of visual tours of the impressive store, visit www.spragues.com. 38 SEPTEMBER 2011 SI DIGITAL Hot Link Subscribe to SI DIGITAL www.shootingindustry.com


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Environmental management
Emergency & enforcement
Forest management
Topics: fire, health, landowners
Lands and outdoor activities
Topics: activities, parks, property management
Environmental protection
Topics: spills, air quality, cleanup & redevelopment, managing waste
Water resources
Topics: drinking water, watershed, fisheries
Agency wide
Online Services
We seek employees with a strong customer service philosophy and an attitude of helpfulness.
Do you have talents and interests you'd like to share?
Blue-green algae blooms appeared earlier and on more lakes this summer than usual.
Learn more about these blooms and the health risks they can pose.
If you think you are experiencing symptoms related
to exposure to blue-green algae (e.g., stomach cramps, diarrhea, vomiting, headache,
fever, muscle weakness, difficulty breathing), contact your doctor or the Wisconsin Poison Center (800-222-1222) right away.
If your pet displays symptoms such as seizures, vomiting,
or diarrhea after contact with surface water, contact your veterinarian right away.
To report a case with potential health effects caused by blue-green algae, visit
the Department of Health Services [exit DNR], or contact the Bureau of Environmental
and Occupational Health at 608-266-1120.
Swimming advisory levels have been developed by the United States Environmental Protection Agency [exit DNR]
for the toxins microcystin (8 µg/L) and cylindrospermopsin (15 µg/L)
and may be used by local health departments as the basis for issuing advisories or closing public beaches.
Most local health departments in Wisconsin do not have the capacity to monitor blue-green algae toxins at public beaches, so treat any accumulation of blue-green algae with caution. When in doubt, stay out!
For more information about contacting your local health department,
check the Department of Health Services
Web site [exit DNR].
If you are (or your local community is) interested in collecting samples for analysis,
please contact the Wisconsin State Laboratory of Hygiene at (800)442-4618.
The Wisconsin Department of Natural Resources is not currently conducting any routine
monitoring for blue-green algae or blue-green algal toxins.
Blue-green algae, also known as Cyanobacteria, are a group of photosynthetic bacteria
that many people refer to as "pond scum." Blue-green algae are most often blue-green
in color, but can also be blue, green, reddish-purple, or brown. Blue-green algae
generally grow in lakes, ponds, and slow-moving streams when the water is warm and
enriched with nutrients like phosphorus or nitrogen.
When environmental conditions are just right, blue-green algae can grow very quickly
in number. Most species are buoyant and will float to the surface, where they form
scum layers or floating mats. When this happens, we call this a "blue-green algae
bloom." In Wisconsin, blue-green algae blooms generally occur between mid-June and
late September, although in rare instances, blooms have been observed in winter,
even under the ice.
Many different species of blue-green algae occur in Wisconsin waters, but the most
commonly detected include Anabaena sp., Aphanizomenon sp., Microcystis
sp., and Planktothrix sp. It is not always the same species that blooms
in a given waterbody, and the dominant species present can change over the course
of the season.
Blue-green algae, like true algae, make up a portion of the phytoplankton in many
water bodies. However, blue-green algae are generally not eaten by other aquatic
organisms, and thus are not an important part of the food chain. True algae (e.g.,
green algae) are very important to the food chain. They are known as "primary producers",
a name given to living organisms that can convert sunlight and inorganic chemicals
into usable energy for other living organisms. Most algae are microscopic and serve
as the main supply of "high energy" food for larger organisms like zooplankton,
which in turn are eaten by small fish. Small fish are then eaten by larger fish,
and both small and large fish are eaten by mammals, raptors, and people.
Green algae, shown here [PDF], can also bloom at nuisance levels and may be mistaken for blue-green algae.
Concerns associated with blue-green algae include discolored water, reduced light
penetration, taste and odor problems, dissolved oxygen depletions during die-off,
and toxin production. Discolored water is an aesthetic issue, but when blue-green
algae reach bloom densities, they can actually reduce light penetration, which can
adversely affect other aquatic organisms both directly (e.g., other phytoplankton
and aquatic plants) and indirectly (e.g., zooplankton and fish that depend on phytoplankton
and plants). Blue-green algae blooms can be quite smelly, and though it is recommended
that people never drink raw water, blue-green algae have been known to affect the
taste of drinking water that comes from surface waters experiencing a bloom. Here
in Wisconsin, most of the state relies on groundwater, rather than surface water,
for drinking water. When a blue-green algae bloom dies off, the blue-green algae
cells sink and are broken down by microbes. This breakdown process requires oxygen
and can create a biological oxygen demand. Increases in biological oxygen demand
result in decreases in oxygen concentration in the water, and this can adversely
affect fish and other aquatic life, and can even result in fish kills.
Blue-green algal toxins are naturally produced chemical compounds that sometimes
are produced inside the cells of certain species of blue-green algae. These chemicals
are not produced all of the time and there is no easy way to tell when blue-green
algae are producing them and when they are not. When the cells are broken open,
the toxins may be released. Sometimes this occurs when the cells die off naturally
and they break open as they sink and decay in a lake or pond. Cells may also be
broken open when the water is treated with chemicals meant to kill algae, and when
cells are swallowed and mixed with digestive acids in the stomachs of people or
animals. The only way to be sure if the toxins are present is to have water samples
analyzed in a laboratory using sophisticated equipment.
No. Fossil evidence suggests that blue-green algae have been around for millions
of years. Scientists have recorded blue-green algae blooms dating back to the 12th
century and they have documented the toxic effects to livestock for more than 100
years. However, it is possible that the frequency and duration of blooms are increasing
in some Wisconsin waters as a result of increased nutrient concentrations. Nutrients,
particularly phosphorus and nitrogen, can be carried into water bodies as a result
of many human activities, including agriculture, discharge of untreated sewage,
and use of phosphorus-based fertilizers and detergents.
Cylindrospermopsis raciborskii, also referred to as "Cylindro," is a blue-green
algal species that is not native to Wisconsin. Recent reviews of archived samples
by DNR scientists have shown that Cylindro has been present in some southern Wisconsin
lakes dating back to the early 1980s. It is likely that migratory waterfowl brought
this algae to Wisconsin and other Midwestern states. In lakes where Cylindro has
been detected, blooms typically occur any time between late July and late September.
Cylindro is different from many other blue-green algae in that it does not typically
float to the surface to form scums. Thus, it can be difficult to see a bloom of
this species. Cylindro is capable of producing more than one toxin, including cylindrospermopsin,
which can affect the liver. However, to date, cylindrospermopsin has not been detected
in any Wisconsin waters.
Even if you can't see blue-green algae floating on the surface of the water, that
doesn't mean they aren't there. Blue-green algae can be suspended at various depths
in the water, and their location depends on a number of factors. The most important
of these are light and nutrients (phosphorus and nitrogen). Many species of blue-green
algae have evolved to be able to control their buoyancy as the availability of light
and nutrients change with the time of day and local weather conditions. At night,
when there is no light, cells are unable to adjust their buoyancy and often float
to the surface, forming a surface scum. So this scum can literally appear overnight
and may linger until wind and waves scatter the cells throughout the water body.
No. Treatment of a surface water that is experiencing a blue-green algae bloom with
an herbicide or algaecide may kill the blue-green algae, but any toxin(s) contained
in the cells will be released at once, resulting in a slug of toxin(s) in the water.
So while the bloom may no longer be visible, toxin(s) may be present for some period
of time following treatment. It is best to stay out of a water experiencing a bloom
and wait for the bloom to dissipate on its own.
There are no quick or easy remedies for the control of blue-green algae once they
appear in a lake or pond. Reducing the amount of nutrients that wash into our lakes
and ponds will eventually reduce the frequency and intensity of blue-green algae
blooms, but it may take a long time and a lot of community involvement to effectively
change the nutrient concentrations in a water body. This is because there may still
be large amounts of nutrients in the sediment at the bottom that may continue to
serve as food for the blue-green algae.
Regulatory agencies like the Wisconsin Departments of Natural Resources and Agriculture,
Trade, and Consumer Protection are working with communities around the state to
reduce stormwater runoff, and to encourage agricultural practices that reduce soil
erosion while maintaining high crop yields. Locally, landowners and interested citizens
can help minimize the problems associated with algal blooms by working together
with partners in their watershed to reduce the amount of nutrients that reach nearby
lakes, streams, and ponds. You can help reduce nutrient concentrations by promoting
the following practices in your community:
The WI DNR conducted a two-year study to investigate the frequency, severity, and
duration of blue-green algae blooms, including information on which species of blue-green
algae are present over the course of the summer. We also looked for the presence
and concentrations of specific toxins: anatoxin-a (a neurotoxin), microcystin-LR
(a hepatotoxin), and cylindrospermopsin (a cytotoxin). Samples were (for the most
part) collected from five lakes in each of five regions, five times over the course
of each summer (2004 and 2005). Samples were also collected from eight ponds in
the south central region of the State. It is important to note that we chose to
sample sites where blue-green algae blooms had occurred in the past or where they
could potentially occur, based on nutrient concentrations. Therefore, this was not
a random sample of lakes and ponds meant to represent all lakes and ponds in Wisconsin.
Also, unlike the beach monitoring study for bacteria , this study was not designed
to provide real-time information on the presence of blue-green algae or blue-green
algal toxins, and only a limited number of surface waters could be monitored in
each region of the state. However, when DNR received information from the State
Laboratory of Hygiene on the presence of high counts of blue-green algae or on the
presence of blue-green algal toxins, this information was shared with the local
public health agency. Only the Department of Health and Family Services or the local
public health agency has the authority to close a beach.
The total number of samples collected in the statewide monitoring study was 187
in 2004, and 194 in 2005. Blue-green algae were present in 74% of all samples collected
in both 2004 and 2005 (again, samples were collected from sites where we believed
the potential for blooms was high). Blooms occurred in all regions of the state,
with the biggest "hot spots" in the west central and south central regions. Species
of blue-green algae most commonly detected included Anabaena sp., Aphanizomenon
sp., Microcystis sp., and Planktothrix sp. Alerts were sent out
to local public health agencies when concentrations of blue-green algae likely exceeded
the World Health Organization (WHO) guideline of 100,000 cells/mL. This concentration
represents a "moderate risk to human health." The total number of alerts sent out
was 33 in 2004 and 42 in 2005.
A subset of the total number of samples collected was analyzed for toxins at the
end of each summer (45 samples in 2004, and 34 samples in 2005). Microcystin-LR
(a hepatotoxin) was the toxin detected most frequently and in the highest concentrations.
This toxin was detected in the northern, south central, and west central regions
of the state. The toxin anatoxin-a (a neurotoxin) was detected in samples collected
in the northern and south central regions, and its presence was associated with
a dog death in 2004. The toxin cylindrospermopsin was never detected.
Wisconsin Department of Natural Resources | 101 S. Webster Street . PO Box 7921 | Madison, Wisconsin 53707-7921Call 1-888-936-7463 (TTY Access via relay - 711) from 7 a.m. - 10 p.m.
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