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Helping Teachers Promote Self-Directed Language Learning: Report of a Fulbright Scholar in Ecuador
Ayudando a docentes de lenguas a promover el autoaprendizaje en el estudiante: reporte de una becaria de Fulbright en Ecuador
Keywords:Goal Setting, Learner Self-Management, Learning Strategies, Task Analysis (en)
análisis de tareas, autogestión del aprendiz, establecimiento de metas, estrategias de aprendizaje (es)
Recibido: 25 de septiembre de 2018; Aceptado: 7 de mayo de 2019
Since Ecuador has determined that it wants to be fully bilingual in ten years, this paper describes the experience of a Fulbright Scholar at a university Language Center in Quito; one helping language teachers improve the language learning skills of their students. The theoretical framework for this work comes from Learner Self-Management (LSM) or Self-Regulation. The scholar details her experience teaching LSM concepts such as SMART goal setting, Task Analysis, Cognitive and Affective Strategies. She provides descriptions of what these language teachers consider the roles of the teacher and that of the learner to be and also what their most critical teaching issues were. She also briefly elaborates the history of the development of learner strategies and the value of metacognitive strategies and knowledge.
Key words:Goal Setting, Learner Self-Management, Learning Strategies, Task Analysis.
Ecuador se ha propuesto ser completamente bilingüe en diez años y, en este marco, este artículo describe la experiencia de una becaria de la comisión Fulbright en un Centro de Lenguas de una universidad ecuatoriana. En su trabajo, la becaria aplicó teoría derivada de lo que se conoce como la autogestión o autorregulación del aprendiz y hace una descripción de la enseñanza por medio de conceptos relacionados como el establecimiento de metas SMART, el análisis de tareas, y las estrategias cognitivas y afectivas. Además, la autora delinea las creencias de los maestros del Centro en cuanto al papel del maestro y del estudiante, así como los problemas más urgentes para la enseñanza de la lengua que se detectaron. La autora también presenta una historia breve del desarrollo de las estrategias de los aprendices y la importancia de las estrategias y conocimientos metacognitivos.
Palabras clave:análisis de tareas, autogestión del aprendiz, establecimiento de metas, estrategias de aprendizaje.
Given my experience helping teachers learn how to promote self-directed language learning in many countries around the world, I applied for and was granted a Fulbright Scholar Award in Ecuador. I was assigned to the Language Center at the Universidad Central del Ecuador in Quito, from September, 2016 to January, 2017. My objective was to make a meaningful contribution to teacher education that could result in the language teachers of the Language Center becoming more comfortable promoting more efficient and effective language learning. My approach, promoting Learner Self-Management (LSM),1 involved introducing some 43 teachers to strategies that would help their students become more independent life-long language learners who know how to learn on their own.
I had already facilitated the use of several of these concepts in quite a few Masters' action research projects that I directed at the Universidad de La Sabana, Bogota, Colombia. There, the teachers found that when they helped their learners develop the skills of LSM, as part of teaching the target language, the result was that class time not only promoted faster and more satisfying language learning but also provided a stronger basis for independent language learning.
Growing Recognition of Importance of English Language Proficiency in Latin America
During the present decade, several Latin American countries (Ecuador and Colombia among others) have identified a need for a higher level of citizen proficiency in English (Cronquist & Fiszbein, 2017). As a result, each country has set a goal of becoming bilingual in Spanish and English within a decade. In Ecuador, the current government has determined that promoting better and more advanced English language proficiency can address several goals: first, as a means of enhancing the country's profile on the international stage and, second, providing citizen access to better employment opportunities resulting from more advanced English skills (British Council Education Intelligence, 2015). To accomplish these goals the Ecuadorian Ministry of Education (MOE) made English a mandatory language starting in Grade 8 with the eventual goal that students achieve the Common European Framework Reference (CEFR) for Languages at the "B1" level upon graduation from high school. The MOE also set the CEFR B2 level as a requirement for graduation from university. And in 2016, the MOE required primary level students to study English three hours a week (educacion.gob.ec).
In order to achieve these goals, the MOE recognized the critical importance of improving teacher skills in both the English language and in language teaching. The MOE has been considering what the implications of these demands are. In particular, the British Council report (British Council Education Intelligence, 2015) noted that two of the biggest barriers for the MOE toward the achievement of this level of English language competence by high school graduation were cost and time. A large portion of the cost involved bringing the English language skills of so many teachers up to and beyond the required student levels given that English had not been mandatory up to the time of the regulation. Another cost would involve training in effective language teaching skills, especially for those teachers in the more remote parts of the country. In addition, the MOE recognized that it has an extensive shortage of English language teachers (education.gob.ec).
It would probably be helpful for the MOE to consider the amount of time it can take a student (and in some cases language teachers) to achieve these levels of proficiency at the high school and university levels.
The curriculum of the United States Foreign Service Institute (FSI), based on many years of extensive training, may provide a useful basis for comparison. FSI provides intensive language training to United States diplomats and has determined the amount of time it takes to achieve Working Proficiency (CEFR C1) in different languages. In order to achieve Working Proficiency in Spanish, one of the easiest for native English speakers, it takes between 600 and 750 hours (U.S. Department of State, n.d.). It should be noted that the conditions at FSI are quite different from that of public education in Ecuador: FSI students are very motivated since they are professional diplomats who need to work hard and pass the exam to take up their overseas assignments; their students are not distracted by other courses-they spend the entire day studying the target language; teachers are native speakers who have permanent positions with the government; students have access to counseling on a regular basis, and the curriculum is routinely revised. This experience could provide some basis for the MOE in determining the appropriate number of hours needed to achieve B2. The MOE may want to take into consideration issues related to student and teacher motivation and how to increase it as well as quality of the curriculum and the preparation of their teachers, paying special attention to honing their skills in English since they are not native speakers.
Learner Self-Management as an Effective Language Learning Tool
The development of the concepts of "learning to learn languages" reaches back quite a few years and started with the identification of the strategies of good language learners (Rubin, 1975; Stern, 1975) and evolved into an impressive list of cognitive and affective strategies used by both expert and novice learners (see Cohen & Macaro, 2007; O'Malley & Chamot, 1990; Oxford, 1990, for three of many summaries of findings).
Prior to these beginnings, teacher education focused mainly on how to be a good teacher and on the teaching process without considering the role of the learner and the process of learning (see Cohen, 2008, p. 7).
Following the recognition that effective language learners use strategies, scholars conducted a number of intervention studies to determine the effect of teaching these strategies to learners with the goal of improving their language skills. Hassan et al. (2005) have conducted the most scientific and extensive evaluation of strategy intervention studies to date. Their research focused on studies that considered the effect of teaching language learning strategies on the four skills, grammar, and pronunciation. Hassan et al. used strict evaluation criteria to evaluate methodology, populations, and results. The report concluded that instruction in learner strategies did improve some language skills but that the methodology of many studies was often not comparable. In a more recent review, Plonsky (2019) also notes the difficulty inherent in evaluating language learning strategy instruction (LLSI) due to methodological differences but also observes issues in comparing outcomes due to the multifaceted nature of effects in LLSI based on several variables. Nonetheless, he concludes "the results for subgroups are mixed but mostly very much in favor of LLSI" (p. 14).
Another step in understanding the "learning to learn" paradigm was that researchers began differentiating strategies into two major categories: cognitive/affective strategies and metacognitive strategies. This led to the recognition of the critical contribution of metacognitive strategies and knowledge, that is, "thinking about one's learning" to better the language learning process (Wenden, 1998, 1999). By now, the critical importance of metacognitive strategies in promoting effective language learning has been well-documented in both educational psychology and second language acquisition research (Anderson, 2002; Pintrich, 2000; Vandergrift & Goh, 2012). It should be noted that the role metacognition plays in managing learning is often described as "Self-Regulation" or Learner Self-Management (Oxford, 2017; Rubin, 2001).
Success in promoting LSM appears not to be tied to culture, language proficiency, task, or class. Examples of the range of situations include successful transmission of LSM strategies in a wide range of contexts. One example involved the introduction of LSM to "entitled" university students who paid little or no attention while attending any of their classes. From the LSM strategies gained in my graduate course in Second Language Acquisition at the Universidad de las Americas, Cholula, Mexico, their teacher (a student in my course) introduced both the concepts and strategies for raising awareness of language learning. The gratifying result was that his students' attitude, motivation, and involvement completely changed because they knew what to do and how to do it. They were able to work on their own. This example illustrates that university level, highly educated students when provided with the tools to succeed experience clear changes occurring in their motivation to learn English.
A different example comes from students living in a working class area of Bogota, Colombia. Here the teacher introduced LSM to high school English language students (Jaramillo, Castrillón, & López, 2013). Before learning about Goal Setting and Task Analysis (part of LSM), López's students never spoke English in class. But once he introduced them to how to conduct a conversation (instead of just memorizing it) and facilitated the planning strategies of Goal Setting and Task Analysis, his students began to use English, not only in class but also with each other outside of class. Upon seeing this kind of interaction, other teachers reported to López that they were amazed by his success. This example illustrates the potential for LSM with high school students where their context did not provide examples of the value of English in improving their employment situation.
Lately, some teacher educators have come to understand the critical importance of introducing this new paradigm, "Promoting learning to learn skills" to teachers as well as to their students. The outcome of empowering teachers to promote LSM helps students coming from a wide variety of socio-economic backgrounds, with proficiency levels at a variety of school grade levels, and years at university become better language learners. For an example of how teacher educators can use LSM to promote teacher skills in promoting student use of LSM strategies see Rubin and Acero (2019).
English Language Teaching at the Language Center
During my Fulbright sojourn in Ecuador, I was attached to the Language Center at the Universidad Central del Ecuador. This university was founded in 1826 and is the oldest and largest university in Ecuador and one of the oldest in the Americas. It has an enrollment of approximately 35,000 students. As a public higher education institution, only students who qualify for admission do not pay any tuition.
Students study English at the Language Center in their third and fourth years.2 The task of the English teachers at the Language Center is to teach these students sufficient English so that they can pass the required English exam at the CEFR B1/B2 level in all four skills in order to graduate. Each semester, 43 English teachers, whose own knowledge of English was not always that strong, worked with 3,400 students. The Language Center administration divided the students into separate classes according to their proficiency level and appropriate class size. Generally, each class has about 30 students and meets with teachers about 7.5 hours per week. Each teacher works with a total of 120 students in several different classes. Some of the teachers are full-time tenured teachers who teach 22 hours a week. Other teachers are contract employees and not tenured; some teach 30 hours a week; still others teach a few classes at the Center but also have teaching assignments at other institutions.
Working With Language Teachers at the Language Center, Universidad Central del Ecuador
Before going to Ecuador, I asked all 43 language teachers to respond to a questionnaire in order to facilitate my assessment of their understanding of the learning process. The answers to these questions especially helped in ascertaining their background knowledge about LSM and helped determine my teaching foci. Their responses to two questions were particularly helpful: (1) What their language teaching challenges, issues, and concerns were and (2) What the appropriate roles for the teachers and for the students were.
Among the language teaching concerns were the following: Students did not see the utility of learning English and expressed some anger that although there was no credit given for the English courses, they were required to pass an English exam to meet graduation requirements. The language teachers also noted that given the graduation requirement, the number of class hours was insufficient to enable students to pass the exam. Teachers added that some students began their English studies at the university with little or no knowledge of English and that some students had little knowledge of how to learn a language.
The second section of the questionnaire dealt with these teachers' views of what the roles of the teacher and the learner were. Their responses describing the role of the teacher elaborated two different approaches to teaching. Some focused mainly on the task of teaching the "language" while others also dealt with facilitating "learning to learn."
During the first week, I conducted workshops every day for all 43 teachers, all of whom were on break from classes. We first discussed their responses to the question of a teacher's role in presenting the language. We considered how to include the learning process as well as the language. For example, some answers included "making lessons more relevant by creating appropriate situations and providing meaningful tasks." Given this answer, we further talked about how the teachers could determine what was appropriate and meaningful. One approach suggested was to allow the learner to learn to make their own choices as to materials, approach, and tasks; ones that were relevant to their lives and appropriate for their interests and learning styles.
Another issue involved what the teacher's role in helping students with their difficulties was. In order to clarify their responses, I asked questions to help them consider how to do more than teach the language. I invited them to think about the learning process and the teacher's role in facilitating it. If "helping students with difficulties" only meant that the teacher provided answers to address learner's difficulties, then that would constitute focusing only on the language. I proposed that students also needed to learn how to identify and solve problems by themselves. If teachers provided strategies and activities to help students practice identifying their difficulties and possible solutions, their students would then acquire critical tools to work on their own (thus increasing their skills to manage their own learning).
Some teachers noted that, in addition to helping students with the language, they also saw the teacher's role as someone who would guide or facilitate the learning process and help students become more independent learners. Given these responses, it was noted that my presentations over the next three months would help them consider some teaching LSM strategies to guide understanding and skill in developing student ability to examine their own learning process.
Other teachers suggested that their role included motivating and encouraging students. A consideration of how to do this highlighted the importance of helping students recognize and use what they already knew and determine how what they wanted to learn would be relevant to their education and future professions. Some noted that they did bring up the importance of English and some of the domains in which it might be helpful in their first classes. I advised that to further emphasize how English might be useful in their lives, they ask students to specify why a particular task or exercise might be useful for their future use of the language (see Rubin & McCoy, 2008 for an example of how to set purpose3 and SMART goals).
Another teacher suggested that it was important to respect learner differences. In order to do this, I suggested that offering choices as to materials, topics, speed of work, and collaborative style would be one way to begin to do this (see Chamot & Genovese, 2009 for some positive and creative ways to offer choices and the positive outcomes of so doing).
Answers to the question about the role of the learner revealed two distinct views: some described the learner as a recipient of knowledge while others saw the learner's role as one of active participants in the learning process.
Examples of learners as recipients of knowledge included the following teacher statements: Learners should get involved with the language, do their best, work hard, be on time, want to learn, and demonstrate their knowledge and understanding through exercises, tests, and exams.
Teacher responses that viewed the learner as an active participant included: The learner constructs his/her own knowledge and the role of the learner is to be discovering, building, creating, analyzing, questioning, and challenging. I noted that learners can become more actively involved if teachers facilitate this by providing appropriate exercises or information. I indicated that it can also be very useful to remind learners of their own background knowledge and provide opportunities and exercises that demonstrate how useful background knowledge can be.
Concurrent with the concept of the learner as a constructor of knowledge was the recognition that active learners are aware of their responsibility for their own learning. In order to increase the process of learner awareness, it was suggested that teachers discuss with their students what the learning process consisted of and provide suggestions as to how to use this information to improve their learning (other teaching strategies to raise awareness of the learning process can be found in Clemente & Rubin, 2008).
Finally, one of the teachers noted that learners needed to be open to making mistakes and learning from them. It is clear that some students may need help with how to do this. I provided the teachers with some exercises they could use to help learners recognize their mistakes and consider how to address them. One helpful awareness-raising activity is to ask students to write journals to reflect on anything they do not understand or problems they might have with a class, an exercise or material presented (for suggestions on how to write a diary see Rubin, 2003). Once students notice their problems, they can be asked to identify solutions to these problems on their own. In addition, students can be invited to share their journals with their peers for suggestions of other solutions.
SMART goal setting is an acronym which stands for the following: S = specific, M = measurable, A = achievable, R = relevant, T = time-based. For something to be specific, the user must identify his/her specific goal; to be measurable, it must be something that the user can observe or measure by themselves, not by using outside measures like tests or grades; to be achievable, the goal must be one that the user believes he/she has the time, knowledge, and resources to accomplish; to be relevant, the goal must be important to some real life goal, beyond a pedagogical one; and to be time-based, the user needs to set a realistic time frame. Each of these elements interacts with and serves to balance each other. So, if the user cannot come up with a measure, it may be that the goal is not specific enough. Or, if the user determines that his/her goal requires too much time or requires too much unknown knowledge, then the user may choose to reduce or restate his/her goal. If the user cannot accomplish his/her goal within the time frame then the user either needs to change his/her goal or the strategies used to accomplish the goal. The values of facilitating the use of SMART goal setting are that learners set goals that are relevant to their own circumstances, come to recognize their strengths and weaknesses, and learn to recognize their successes as well as where more time and effort are needed. Since language learning usually takes much more time than what can be learned in a classroom, SMART goal setting prepares learners for learning on their own. Once the learner has clearly established SMART goals, considering the nature of the task and what its characteristics are can facilitate consideration of appropriate learning strategies (i.e., Task Analysis).
Task Analysis requires the student to consider what kind of task he/she is asked to work on, that is, what kind of skill the task requires, what kind of task it is, what kind of language the user could expect, and what purpose the task could address. This kind of analysis helps learners anticipate what they can expect and recognize what they know and do not know. Once learners have anticipated many aspects of the text, they are then asked to consider what learning strategies they could use given these characteristics of the text.
One important aspect of motivation is the concept of relevance. The adult education literature points to the critical importance of relevance and its effect on learning. They suggest it is basic to the learning process. Adult education (Dembo & Seli, 2016; Rutgers Online Degrees, n.d.; Shorlin, n.d.) repeatedly observed a more positive impact when learners understand why or for what purpose they are asked to do a task. Shorlin (n.d.) noted that learners learn best when they are given an opportunity to direct what they need to know, that is, when they might expect to use any aspect of the subject being taught. Rutgers Online Degrees (n.d.) observed that "to thrive in most learning environments, they [the learner] must be clear on how each lesson fits into their goals for self-advancement" ("The Principles of Adult Learning Theory", para. 3). The more closely related to the learner's specific purposes, the more motivating the task can be. The same task could serve several different purposes. Thompson and Rubin (1996) identified four major purposes: pedagogical, professional, social, and personal. Thus, for any task each learner may assign a different purpose to it.
I also encouraged teachers to practice what they preach. If they are to understand how to promote their students' skills in LSM, it can be helpful for teachers to start using LSM to plan their own lessons. Rubin and Acero (2019) provide examples of how to apply LSM in lesson planning.
Other activities in Quito
In addition to the classes at Universidad Central del Ecuador, the Municipality of Quito school district asked me to give a few workshops in LSM for high school students in the International Baccalaureate degree program at the Unidad Educativa Bicentenario to help improve their writing in English. Students were in two classes at two levels (CEFR A1 and A2). My focus was to introduce SMART goal setting for writing. The students began practicing SMART goal setting by writing what their career goals were. Initially, they were not very specific, so I asked them to consider how to make their goals more specific and appropriate (i.e., ones that they had the knowledge, time, and resources to accomplish). A lively discussion about how to do this ensued in English. Here are a couple of examples of goals that were not very specific and which would have taken a great deal of effort to accomplish. I do not think the students took these factors into account when they first wrote these goals. For example, one student wanted to study medicine in Poland but did not know a word of Polish. Another wanted to study in Korea because he knew someone from Korea despite the fact that he did not know any Korean! For those who had more appropriate goals we came to recognize that some of the goals were long term and needed to be broken down into smaller more achievable goals. We then went on to practice ways the SMART goal setting strategy could be used to improve their English writing assignments.
Teachers at the Language Center who attended my workshops tried out many of the activities and teaching strategies that I presented to promote self-management: SMART goal setting, journal writing, and memory strategies in their classrooms. These teachers reported that using LSM teaching strategies allowed them to promote using a "learning how to learn" approach in their teaching and found that introducing them resulted in their students paying more attention to the learning process.
Nonetheless, my major conclusion from this 4-month experience was that in order for teachers to take class time to include attention to the process of learning, activities that promote learner self-management/self-regulation need to be incorporated into student textbooks, the curriculum, and teacher manuals. My impression is that very few of these currently do so and those that do introduce terms like learning strategies focus on cognitive strategies rather than on metacognitive ones. If language teachers are to understand the importance of and the techniques to promote autonomy, self-regulation, and learner self-management, teachers will need more experience in applying LSM to their lesson planning (Rubin & Acero, 2019) and opportunities to use action research to solve their teaching concerns to determine the most effective teaching strategies for their students. Although several Ministries of Education state their goals as Learner Autonomy, they will need to understand how much time and teacher education it will take to accomplish this important goal.
Many thanks to Professor Claudia Acero, Universidad de La Sabana, Bogota, Colombia, and Ellen Comis, U.S. Peace Corps, Quito, Ecuador, for outstanding editing contributions to this article.
About the Author
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text: I made a big mistake. I did not tend to my anger …and it has come back to bite me. Hard. I was so terrified of having Postpartum Depression that I chose not to camp out on anger. I was thinking (in my jumbled up grief, postpartum brain) that if I wasn't angry, maybe I…Read More


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Limited edition fine art print by André Lanskoy – Untitled, 1968
Lithography on paper signed and dated in pencil by the artist on lower right and also in pencil numbered E.A on lower left. One of an edition of 100 signed dated and numbered lithographs aside a few artist proofs (E.A)
Removed from frame.
Dimensions: 68 x 44 cm – 26.8 x 17.3 in.
Price: *$ CAD (Canadian Dollars) For more information on artwork, artist or on shipping and price contact the gallery.
Clic here to see more planographic prints >>
André LANSKOY (1902 – 1976) – Andrej Michajlovic LANSKOJ
André Lanskoy was born on March 31, 1902 in Moscow, and died on August 22, 1976 in Paris. He was a Russian painter and printmaker who worked in France. He is associated with the New School of Paris and Tachisme, an abstract painting movement that began during the 1940s.
He was born in Moscow. After 1905, the family moved to St. Petersburg, the capital in 1909. In 1918, he moved to Kiev where he painted his first paintings. During the Russian Civil War he fought in the White Army. After an injury he moved to Constantinople and in 1921, he went to Paris. Recalling his arrival in the French capital, Lanskoy said: "Literally in the first night I started to paint and I haven't stopped since." In Paris, he met Serge Poliakoff, Jean-Michel Coulon and later Nicolas de Staël. In Paris, Lanskoy also met Catherine Zoubtchenko, who became his muse and lover.
Lanskoy spent a lot of time at museums and was influenced by James Ensor's and Vincent van Gogh's use of color. In 1923, he participated in his first group exhibitions of Russian painters at the La Licorne Gallery in Paris.
Wilhelm Uhde discovered Lanskoy's paintings at the Salon d'Automne in 1924 and became a collector of his works in the years that followed. In 1925, Lanskoy had a solo exhibition and his works were acquired by museums and important private collectors. After 1937, his paintings began a transition towards abstraction and he studied both Paul Klee and Wassily Kandinsky.
After 1942, he painted only abstract works. The interaction of form and color became the major theme running through his oeuvre: "Even though every brushstroke represents for itself a transformed reality, it receives its true meaning in the context of surrounding shades of color."
In 1944, Lanskoy exhibited at the Jeanne Bucher Gallery in Paris where he met Nicolas de Staël. In 1948, he showed at the Louis Carré Gallery and in 1951 at the Galerie Jacques Dubourg.
The Tooth and Sons Gallery showed his work in 1953 and The Loeb Gallery in New York City followed in 1959.
In 1962, he began to work on a large project of original prints and collages to accompany Nikolai Gogol's novel Diary of a Madman. He worked for fourteen years until his death on this project resulting in 150 collages and 80 lithographs. In 1966 he had an exhibition at the Museé Galliéra, Paris.
The Neue Galerie in Zürich held an exhibition in 1969. Lanskoy died on 24 August 1976 in Paris.
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I generally do not invest in lottery tickets, deeming such to be unsound. I generally agree with the people who call the lottery a tax on people who cannot do math. In that, I suppose it could be said, the lottery really does aid education.
It is how the lottery is structured. Of every dollar invested, half gets paid out to the punters. A nickel goes to the stores selling the tickets.
The rest goes to support the state, including salaries, overhead, costs of sales, and occasionally a few pennies to make up for cuts in the education budgets.
If you are really eager, you can do more. I have seen vending machines selling $10 and $20 scratch-off tickets. Imagine the disappointment from buying one of those!
Like I said, the state pays out 50 percent to the punters and keeps the rest. I remember when the mob used to run the numbers racket; they paid out over 60 percent and made out like bandits. What this says for Gov. DeSantis and his lottery officials is probably unflattering.
None of that overcomes the "stack 'em deep and teach 'em cheap" motto prevalent in Tallahassee.
It should be no surprise, then, that we have a lot of uneducated people in the area. The tourist industry appreciates that.
Depending on how you count it, you could say that half the cost of the lottery ticket supports education. After all, it takes a lot of people at some fairly lofty salaries to run this numbers racket.
We need publicity for how much good they are doing, so add some outside talent as well.
On the whole, then, the lottery aids education. Admittedly, this is mostly because a few people learn not to invest in lottery tickets. Learning to do math could be deemed an education "enhancement." If it really occurred, it would be a disaster for the lottery.
I am prompted to comment because some junior alchemist managed to convert $10 into 10 worthless pieces of paper, with which he littered the front yard. The old-style alchemists were trying to go the other way, lead into gold rather than gold into lead.
I suppose it is a matter of taste. Some people like groceries; some people like to donate to the state. Personally, I am not sure what these generous souls are thinking — it would be easier to just mail a check to Tallahassee.
— Andrews is a DeLand-area attorney and a longtime government critic. For purposes of the column, he finds it convenient that there is so much government to criticize.


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drip irrigation system design pdf
efciency in agriculture. Shell splitting (endocarp dehiscence) at harvest (a positive impact) was significantly higher (10.4% relative to the Control) but this was offset by a nut weight reduced by 9.4%. Sci. 25:209-231. ), (2009): Manejo Sostenible del Agua para Riego en Sudamérica. Farmers — major agents of agricultural land use change — were interviewed to obtain their LUCC intentions according to the scenarios studied. At last the daily precise man- agement of systems, following soil water potential, considering the effective rain storage at root depth of the crop and the evolution of daily evapotranspiration, preserving natural resources, are relevant to achieve low values of water footprint of this crop. Thus, RDI treatments during July and August allowed water savings between 6 to 22% without affecting yield or its components, nor fruit quality, providing that a threshold value of Ψa -1.2 MPa was not surpassed. Descriptive and inferential statistical analysis of the data was accomplished using SPSSV19 and SmartPLSV3 software. Study results indicate that increasing the length of the furrow reduces RE, RDE, and TDE values. Previous experimental studies carried out under certain climatic and soil conditions showed that risk of ground water pollution could be reduced by 20-30% if water and fertilizer are applied separately (by Alternative Furrow Irrigation-AFI). To verify if the fitting simulations performed well, techniques to measure agreement and quantity-allocation disagreements were applied.These outcomes could provide decision-makers with the capacity to observe different possible futures in 'what if' scenarios, allowing them to anticipate future uncertainties, and consequently allowing them the possibility to choose the more desirable future. La agricultura está concentrada entre las regiones de Coquimbo y Los Lagos, cubriendo la mayor parte del territorio nacional, con 270.000 agricultores que trabajan 30.45 millones de hectáreas, el 40% de la superficie continental. La disponibilidad de agua es uno de los mayores problemas que limita el desarrollo económico de Chile. To increase willingness to accept technology among Roudbar County olive farmers, it is suggested to hold extension and education courses by organizations for raising knowledge and awareness of pressurized irrigation technology. The Total Distribution Efficiency (EDT) was 95.13% when measurements finished while the irrigation systems is of. Design of Drip Irrigation Lines I-PAI WU and H. M. GITLIN INTRODUCTION A drip irrigation system consists of a main line, subma ins, laterals, and emitters. Leaf water potential decreased during deficit irrigation periods in T-1 and T-2 treatments. A water saving of 30 and 20% was achieved in the T-1 and T-2 treatments, respectively. We refer to this model, implemented in NetLogo, as the stakeholder-LUCC model. Productive and vegetative tree responses were analyzed during 3 consecutive years in peach [Prunus persica (L.) Batsch cv. The objective of this paper is to optimize the modeling approach in order to simulate acceptably precisely water and nitrogen transfer under different water/fertilization practices. The focus of this work was to assess the impact of deficit irrigation during various parts of the season with the goal of determining which period was most stress tolerant in terms of nut production. m) and Alliumcepa (32375cu. Tree growth under SDI, as measured by trunk size, was comparable to surface drip irrigation but slightly smaller than micro-jet irrigated trees when equal amounts of irrigation water were applied. Pistachio nuts have a unique fruit growth pattern in which rapid kernel growth does not begin until about six weeks after full shell size has been attained. Postharvest water deprivation (5.0% less applied water than the Control) had no significant negative effects on yield components. D.A.Webb.). The control treatment, like RDI-P and RDI-SII-P when not receiving RDI, was irrigated at 100% of a water budget irrigation scheduling in 1994 and 1996, full crop years, and 80 % of the budget in 1995, an off year with a very small crop. La misión del Centro es ser un referente para el manejo del agua en la industria. diseño, manejo, y operación de los sistemas de riego, los principales criterios y procesos para mejorar el diseño. To increase willingness to accept the technology among Rudbar township olive farmers, it is suggested to hold extension and education classes by organizations for raising knowledge and awareness of pressurized irrigation technology. The aim of this paper is to, This study analyzes the relationship between the variables of furrow irrigation and the irrigation performance parameters, crop yield, and deep percolation as a basis for furrow irrigation design and management. Our research aimed to simulate the water-use efficiency (WUE) of crops considering different irrigation strategies in the Central Valley of Chile. We believe RDI during Stage 2 and postharvest is a viable irrigation strategy to save water while maintaining top yields of high quality pistachio nuts. Minimum ψx in the rain fed treatment reached -8 MPa. The results presented in this paper model where, when, why, and what conversions may occur in the future in regard to stakeholders' points of view. The main purpose of this study was to investigate factors affecting the adoption of pressurized irrigation technology among Rudbar township olive farmers by path-structural modeling and Unified Theory of Acceptance and Use of Technology (UTAUT). Drip Irrigation Design . The season was divided into three preharvest periods: leafout to full shell expansion (Stage 1), full shell expansion to the onset of rapid kernel growth (Stage 2), and rapid kernel growth to harvest (Stage 3). Irrigation uses around 70% of total available fresh water, while irrigation water application efficiency is around 40%. Eng. : irrigation, design, water management, operation systems. An experiment on Regulated Deficit Irrigation (RDI) was performed during 1997 and 1998 in a drip-irrigated Clementina de Nules/Carrizo Citrange orchard planted in 1985 in Moncada (Valencia, Spain). fil.) To test validity of questionnaire; content, face, convergent and discriminant validity were used.


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Louisiana Red (1932-2012) *79
The grave site of Louisiana Red. Plot #86207190. Death record, obituary, funeral notice and information about the deceased person. [en]
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Birth date: 23 March, 1932, Wednesday
Lived: 29193 days = 79 years
Death date: 25 February, 2012, Saturday
This memorial website was created in memory of Louisiana Red, 79, born on March 23, 1932 and passed away on February 25, 2012. We will remember him forever.
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He was an African American blues guitarist, harmonica player, and singer, who recorded more than 50 albums. He was best known for his song "Sweet Blood Call".
Birth of Louisiana Red
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Day of Birth:Wednesday
Zodiac / Star Sign:Aries (aries)
Place of birth:Bessemer, Alabama / United States (us)
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Time since birth:33185 days = 91 years
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Died at Age:79 years
Day of Death:Saturday
Place of death:Hanover / Germany (de)
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Time since birth:33185 days = 91 years
Days of Life:29193 days = 79 years
Time since death:3992 days = 11 years
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He was an African American blues guitarist, harmonica player, and singer, who recorded more than 50 albums. He was best known for his song "Sweet Blood Call".
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Accommodation in London
Cost of Living
As of the 2020-2021 academic year, the estimated minimum cost of living for a student in London is GBP £1,200 per month .
These estimates include:
- Living accommodations – Average price for a room in a flatshare is GBP £650. This price may or may not include bills (council tax, internet, water/electricity, etc.) Prices vary depending on city zone and proximity to public transport. Common websites for finding shared accommodation are SpareRoom, Zoopla, urbanest, Easy Roommate, Room Buddies, Gumtree. Some additional resources can be found on Study London and Unite Students.
- Travel – Average price for a monthly travel card within London's three central zones is GBP £180. Costs for London transport (tube, bus, etc.) vary depending on city zone. Please refer to the Transport for London website for latest fares and options. You may also be eligible for 18+ student discounts. More information here.
- Food – Average price for weekly groceries is GBP £80. This varies according to where you shop, how often you cook, etc. This estimate does not include average restaurant prices for dining out.
- Miscellaneous – resources not already provided by Raindance, personal hygiene and clothing, tech costs (phone, etc.), other materials.
Everyone's requirements are unique, and you should also take into account any personal expenses for things like leisure, health and wellness, and travel outside London. Alongside your own research, you can always speak with one of our current students about their experiences or get advice from staff.


text: Representatives of the Pennsylvania Department of Labor & Industry announced the award of PAsmart grants for the north-central region of the state on Friday during a visit to Penn College's Workforce Development Center. Eric Ramsay, director of L&I's Apprenticeship and Training Office, revealed that nine grant applications totaling more than $850,000 were to be funded. Two of those applications, one for apprenticeships and another for pre-apprenticeship programs, were awarded to the college. PAsmart was launched last year with one of the goals to increase job training to prepare workers with skills that growing businesses need. Chris Ray, executive director in workforce development, spoke on behalf of the college, noting, "Programs expanded and created as a result of these grants will upskill workers in the vital sectors of advanced manufacturing and health care, while building an increased pool of future workers through pre-apprenticeship." News of the grants was posted by Labor & Industry late Friday afternoon.Subscribe to PCToday Daily Email.


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IN pockets of China's industrial heartland, a government push to clean up the environment and cut excess output is starting to bite: furnaces have gone cold, the lights have been switched off, migrant workers are drifting back home.
Liu Xiaoping, a resident of the sprawling, smoggy, steel-making hub of Jinan in the northeast is among the campaign's collateral damage. Standing in a cul-de-sac where most factories were closed on a recent weekday visit, he says officials ignored his pleas for more time to comply with regulations at his 20-year-old plastic mould business. As officials threatened to cut off electricity, Liu shut down his factory before they could do so.
"It was like a knife falling," Liu said, claiming that the chop in mid-September left him with 1 million yuan ($152,000) of idle equipment and 10 unemployed staff in a city where more than 7,000 businesses labelled "messy and polluting" have been targeted for clean-up or closure. "None of us know what to do."
While it may be little consolation to Liu, the impact from efforts to cut capacity is proving double edged — factory profits have surged and reflation has taken root across industry, giving a much needed boost to indebted companies.
China's reflation also continues, with producer prices rising 6.9pc in September from a year earlier, data released Monday showed.
Still, the drag from industrial restructuring may intensify. Economists estimate the expansion will slow to 6.4pc next year and 6.1pc in 2019.
For China's leadership — gathering this week at the 19th Communist Party Congress — cleaning the noxious skies and filthy rivers has become a priority. In contrast to previous leaders' growth-at-all-costs approach, President Xi Jinping and his premier have declared war on pollution.
That political will overlaps with an economic need to rein in surplus production of steel, aluminium and other basic materials after years of over-investment. How and when that capacity gets replaced will be a key factor in the economy's performance beyond 2017.
"The last time we saw this kind of effort to cut capacity was at the end of the last century, when Premier Zhu Rongji was determined to shut down money-losing state enterprises," said Tao Dong, vice chairman for Greater China at Credit Suisse Private Banking in Hong Kong. "There'll be short-term consequences for growth and jobs but it's hard to quantify at this moment, all depending on whether the capacity will remain shut after the Party Congress."
Capacity shutdowns are rippling across the nation with officials estimating hundreds of thousands of small enterprises may be closed. State enterprises aren't being spared the knife either, though policy makers are cushioning the impact of those cuts.
Jinan Steel, a unit of Shandong Iron and Steel Co. with about 20,000 employees, was among those shuttered in July, the furnaces
falling cold. Many workers though were relocated to a group plant at the coastal town of Rizhao, about four hours' drive away.
Premier Li Keqiang visited the company in April and told workers that while the closure would take a toll, the nation would work to ensure employees are shifted to new positions rather than laid off.
More interruptions loom. Jinan's government will close most construction sites until further notice to cut pollution in coming months, the official Xinhua News Agency reported Monday.
The country's last wave of mergers and closures of moribund state enterprises, in the late 1990s under then-Premier Zhu, cleaned up corporate balance sheets, improved efficiency, and paved the way for the following decade's economic boom, says Cui Li, head of macro research at CCB International Holdings Ltd. in Hong Kong.
The seasonal campaign may shave up to 0.25 percentage point off growth during the next six months, estimates Societe Generale. In July the Ministry of Environmental Protection said up to 176,000 businesses would be forced to shut down in Beijing, Tianjin and Hebei by the end of September. As the Party Congress approaches, there's still a question mark hanging about the country's longer-term industrial and environmental policies.
Even before the crackdown on polluting companies gained momentum in recent months, efforts to reduce industrial capacity had exceeded many analysts' expectations.
It fuelled a rally in global metal prices, a surge in China's factory profits, and a frenzy over commodity stocks.
Shandong is among places feeling the most collateral damage, with locals affected by job losses or reduced wages, and left with uncertainty over their futures.
Zouping's Hushan village is a rubber recycling hub that officials shuttered in one sweep last month. Piles of used tires were stacked as high as two stories in many idled workshops, and some factories were locked up, on a Thursday afternoon last month.
At Liu Shuhua's convenience store, located on a quiet road just outside the village, stocks of cigarettes, liquor and snacks are piled high, where once migrant workers snapped them up. Liu says sales have slumped 50pc, and she fears that's permanent.
"It's impossible to say I'm not worried," says Liu. "At least half the township population is affected by these closures."
Some hope workshops will reopen after passing environmental reviews. Liu Qingyong's family of six made 6,000 yuan a month recycling old tires but now has no income, he says.
"The closures are all temporary," he says. "Sooner or later it will all start again."
Bloomberg/The Washington Post Service
Published in Dawn, The Business and Finance Weekly, October 23rd, 2017


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CHENGDU, April 16 (Xinhua) -- A medical team consisting of 12 experts departed for Ethiopia from Chengdu, capital of southwest China's Sichuan Province Thursday to join in the fight against the novel coronavirus.
The experts are from hospitals in Sichuan and the provincial disease control and prevention center.
"The pandemic knows no borders. We will lose no time to learn about the epidemic situation in Ethiopia, share experience in fighting the pandemic with local counterparts and promote bilateral cooperation in the medical and health fields," said Zeng Yong, the team leader.
(Photo: VCG)


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How we accomplish our mission
Church Renewal offers 4 mentoring tracks: Pastors, Marketplace Leaders, Pastors' Wives, and General Discipleship. Small groups meet online for 1 hour per week to discuss and put into practice an assigned lesson. The mentoring season runs 32 weeks each year. This approach is conducive for absorbing information, ensuring implementation, and preventing drift.
Participants in the Pastors mentoring track receive 6 Implementation Manuals, to disciple them in personal renewal, and to mentor them to renew their churches. Participants in the other 3 tracks are discipled through 6 modules of TheWay Discipleship Pathway, to renew them personally, and to equip them to disciple others.
The materials may be studied either in a printed version or on TheWay app.
To promote the spirit of generosity, the Lord directed Church Renewal not to charge for resources or for mentoring. Rather, we trust Him to provide through those He prompts to financially support this ministry. The only condition to receiving these resources is active participation in the mentoring track for which the materials are given. The resources are not for sale to non-participants.
"I started applying what I learned and began to see changes in my life. People began to notice as well the change in my passion for God. Church Renewal is slowly taking its roots in our church DNA as I begin to apply what I've learned and continue to take part in the weekly pastors mentoring. I could not thank God enough for bringing Church Renewal into my life and our church."
Pastor Jun Torres
This isn't a program for church growth; it's a movement of God to grow our relationship with God, our character, and our leadership. I highly recommend Church Renewal to all churches and church leaders, though it must start with lead pastors.
Rev. Brian Magnus, Bishop
Connecting with like-minded people from across Canada and learning and growing together has encouraged me to stay in the journey. And all the while I am learning to tune my ear to the voice of God. God is faithful!
Pastor Dwayne Dibben


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In an exclusive conversation with Hindustan Times, Huma Qureshi spilled the beans about her next project Mithya. The web-show will premiere on Zee5 on February 11.
Huma Qureshi is gearing up for the release of her upcoming web-series Mithya. In an exclusive conversation with Hindustan Times, Huma revealed her experience of working in the project and how she is a true blue 'muhfat (sharp-tongued)'.
Huma, who plays the role of a Hindi teacher in Mithya, talked about her character and told HT, "The challenge was not to play the role like a quintessential Hindi professor, like the image that is shown in Hindi films. I referenced it to one of my Hindi teachers in school who was very prim and proper and very articulate. My character is of a Hindi professor but she is quite well spoken, bilingual and she is doing well for herself. I realised I have not done anything like this before."
When asked if she relates to the character she is playing in the show, Huma said, "Bilkul bhi nahi, mein ek number ki muhfat insaan hun. Mere dimaag mein jo aata hai bol deti hun (Not at all, I am very sharp-tongued person, I just speak whatever is on my mind)."
Sharing her experience of working with Bhagyashree's daughter Avantika Dassani, who will be making her debut with the series, Huma said, "My experience of working with her is very good. She is very talented and bright. People would be really surprise to see her do this as her debut show. We had so much fun. She was the youngest one on the set. We pulled her leg and we all had a blast and it didn't feel like we were shooting such a heavy show."
Read More: Heartbroken Huma Qureshi says she's 'stuck in a never-ending world of cheats' in cryptic posts
Mithya will premiere on Zee5 on February 11. Apart from Mithya, Huma will also be seen in Double XL with Sonakshi Sinha. She also has Netflix film Monica, O My Darling and Valimai in the pipeline.
Original Article
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Just because you're no longer a student doesn' mean your car insurance rates have to go up. Here are seven tips to keep your car insurance rates low after college.
Shop around for insurance quotes
Once you have graduated from college, you will most likely be looking to save money in any way possible. One way to do this is to shop around for car insurance rates. Many people simply choose the first company they come across and never bother to see if there are better options available.
However, by taking the time to compare rates from different companies, you could potentially save a lot of money. You can easily find an online car insurance quote by searching for "car insurance rates" on your favorite search engine.
Once you have found a few websites that offer this service, simply enter your zip code and some basic information about yourself and your car. In just a few minutes, you will be able to see how the rates from different companies compare.
Then, you can choose the company that offers the best rate for your individual needs. By taking the time to shop around, you can ensure that you are getting the best possible deal on your car insurance.
You may still be eligible for a good student discount.
This discount is usually available to students who maintain a GPA of 3.0 or higher. Check with your insurer to see if you're still eligible for this discount after graduation.
Get married!
College graduates often face challenges when it comes to car insurance rates. One way to keep your rates low after college is to get married. Some insurers offer discounts for married couples, so this can be a significant savings.
In addition, married couples tend to have more stable lifestyles, which can be a factor in rates. If you're looking for ways to keep your car insurance rates low after college, getting married is one (maybe extreme) option to consider.
Consider raising your deductible
With a tight budget, it can be difficult to afford both the car and the insurance. If you're looking to keep your insurance rates low, consider raising your deductible. By doing so, you'll be paying less each month in premiums.
And if you haven't had any accidents or traffic violations, you'll likely have a lower rate when it comes time to renew your policy. Of course, there's always the risk that you'll have an accident and end up having to pay more out of pocket. But if you're a safe driver, raising your deductible is a great way to save on car insurance.
Bundle your auto insurance
After college, you're finally on your own. No more dorms, no more meal plans, and no more parents! One of the first things you'll need to do is get your own place and start paying your own bills. And that includes car insurance.
Your rates will probably be higher than they were when you were a student, but there are a few things you can do to keep them low. One option is to bundle your auto insurance with other types of insurance, such as renters or homeowner's insurance. By bundling all of your insurance into one policy, you may be able to get a discount.
Drive carefully!
After you've graduated college and are out on your own, one of the first things you'll need to do is get car insurance. And if you're looking to keep your rates low, there's one important rule to follow: drive carefully!
Your driving record is one of the biggest factors that insurers consider when setting rates. So if you want to avoid paying a lot for insurance, it's important to always follow the rules of the road and avoid accidents.
Of course, accidents can happen even to the best drivers. If you do find yourself in an accident, be sure to shop around for new insurance quotes before you renew your policy.
Take advantage of various discounts
If you're still carrying the minimum coverage that you were required to have as a student, you may be in for a rude awakening when you get your first post-graduation insurance bill. However, there are some things that you can do to keep your rates low.
One is to take advantage of discounts for things like having an alarm system installed in your vehicle or completing a defensive driving course. Another is to shop around and compare rates from different insurers. By taking the time to research your options, you can find an insurer that offers the coverage you need at a price you can afford.
Shop around!
Now that you have graduated college, it's time to start thinking about your next steps. One of those steps might be shopping for car insurance. You're probably used to your parents helping you out with that, but now it's time to take control and find the best rates for yourself.
Start by getting quotes from a few different companies. Make sure to compare apples to apples, and don't forget to ask about discounts. You might be surprised at how much you can save just by doing a little research.
Once you've found the right policy, be sure to keep your driving record clean. This will help keep your rates low and ensure that you're getting the best possible value for your money.
Graduating from college is an exciting time full of new opportunities and experiences. And while your car insurance rates may go up slightly after graduation, there are still plenty of ways to keep them low. Just remember to shop around, drive carefully, and take advantage of discounts whenever possible. Congratulations on graduation—now go enjoy the open road!
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Saving money can be tough at the best of times – but it's particularly challenging for young people who have hopes of attending college one day. Much like most things in life, paying for school can take a big toll on your wallet.
Tuition fees aren't cheap in any country, and finding the money to pay for your education has become tougher than ever. With prices rising all the time, students might not know how to begin going about saving.
Today, we're going to discuss some of the best steps to take to make college that little bit less intimidating of a price tag. From part-time jobs to financial courses, here is some of the best advice for would-be future scholars.
Work while you are in school
Would it shock you to learn that as many as 43% of full-time US students are employed in some capacity while they study? While college has stereotypically become associated with partying and self-exploration, more people are choosing to balance their play with work.
This doesn't have to consume too much of your time. Take a couple of evening shifts a week if that's all you feel comfortable doing. College jobs are most often a good way to subsidise your expenses, rather than CV-builders for your future career. If you can find something which is professionally relevant, even better.
Put aside what you can afford each month
If you already receive an income – be it an allowance, a wage, any kind of government support, or whatever else – try to put a small percentage of this aside every month into some kind of savings account.
While this is unlikely to outright pay for your courses, it will at least make footing the cost of college a little bit easier down the line. Every little helps.
Take a financial literacy course
We're taught a lot of valuable stuff at school. But how many of us can say that we came away really understanding how to manage our money? One of the biggest stumbling blocks for young people in saving for college expenses is a basic lack of core knowledge.
Thankfully, there are plenty of financial literacy courses available for anyone looking to develop their knowledge and understanding of how to properly look after and manage their bank accounts. This valuable skill is something which should never be overlooked.
Create a budget
If you find it hard to balance your social life, dinner plans, and course expenses, think about creating a dedicated budget. Better Money Habits highlight the best way to do this. They suggest advice like:
The key here is to make your saving goals are healthy enough to support your dreams of affording a place at college.
Do you feel better equipped financially for your time in higher education? Follow this advice to set yourself up for an easier time while learning.
Photo Credit: Unsplash.com
Inheritance tax and estate tax can be confusing topics, and to make things even harder, the rules vary from state to state. In order to try and help you to improve your financial knowledge on this subject, we have compiled this blog post. Whether you're in the middle of getting your affairs in order or are just wanting to be prepared for the future, let's take a look at what you need to know about inheritance tax below.
Estate tax vs inheritance tax
The estate tax is a federal tax that is applied to the transfer of the estate of a person who has died in the United States. This would apply if an estate was transferred via a will or according to state laws of intestacy if there was no will (and it was worth enough). It could include cash, retirement accounts, businesses, real estate, or any other type of asset. There are also state-level estate taxes that apply alongside this in some regions.
To make things even more confusing, certain states have inheritance taxes instead. In this case, the tax is payable by the person who inherits, rather than being applied as a levy, as is the case with the estate tax. This often means that inheritance tax is more confusing and challenging to work out as it has to be done by the individual.
It can be easy to get mixed up between the two types, but there are some key differences. Inheritance and estate tax are both levied on property passed down from one generation to the next. The main difference between the two is that inheritance tax is levied on the beneficiaries of the estate, while estate tax is levied on the value of the estate itself. Beneficiaries of an estate are typically family members, while the executor of an estate is responsible for paying estate tax.
Inheritance tax is usually lower than estate tax, but both can vary depending on the value of the property and the relationship between the deceased and the beneficiary. Understanding these key differences can help you to make informed decisions about how to best protect your assets.
When is estate tax paid?
As of 2022, the limit for federal estate tax is $12.06 million for individuals and $24.12 million for married couples. If your estate is worth more than this, it will be taxed on the amount that passes this threshold.
This comes into force as soon as the person dies, so if you are planning your finances and want to ensure that your beneficiaries receive the maximum amount after you die, you may wish to start thinking about this early.
There are 11 states that currently only levy estate taxes. These are:
• Connecticut
• Hawaii
• Illinois
• Maine
• Massachusetts
• Minnesota
• New York
• Oregon
• Rhode Island
• Vermont
• Washington DC
However, the thresholds for state-level estate taxes range massively, from $1 million in both Massachusetts and Oregon to $9.1 million in Connecticut, with varying rates.
When do inheritance taxes apply?
On top of this, there are inheritance taxes to consider too, although luckily, Maryland is the only state that levies both an inheritance tax and a state-level estate tax. The other states with inheritance tax laws are:
We recommend looking up the rules in your state to ensure you fully understand which taxes will apply. Financial advisors can help you if you are planning your estate to benefit your family when you pass or if you are a beneficiary trying to navigate the will and estate during the already difficult period of losing a loved one.
The word "unexpected" can strike fear into the hearts of even the most seasoned business owner. Small businesses in the United States and worldwide have faced the all too familiar theme of unexpected business costs and subsequent closures when they could not pivot quickly enough. If you are facing a sudden expense on your balance sheet this year, or want to avoid becoming a number in the failed business statistics for 2022, now is the time to review your options and take action!
Statistics of FailureRunning a business is already difficult, even in a relatively calm economy and during 'normal' circumstances. 20% of businesses started in 2016 failed within their first year, and that statistic only grew as each year passed reaching 49.7% after year five.
The number of touch points where your own business can fail has likely increased due to the onslaught of challenges that have come from COVID-19. With businesses forced to close their doors for extended periods, the way customers interacted with brands and services immediately shifted. While some businesses experienced a huge period of growth due to this shift, many saw irreparable losses and took hits they never saw coming.
COVID-19's Stretch Into the PresentThe U.S. census bureau recently updated their data pulled from a survey of single business owners who employed 1-500 employees. Of those polled, over 21% said that the pandemic had a large negative effect on their business. A group of nearly 43% of individuals reported that they experienced moderately negative effects. Due to the far-reaching consequences of COVID-19, many businesses reported that their operating budgets either became woefully inadequate or altogether decimated for many who were already in precarious circumstances.
Define the "Unexpected"Even if you beat the odds stacked against you by the world we live in, there are still unexpected costs that can pop up. Whether preventable or not, it's not uncommon to run into one or more of these problems at any point in the life of your business. We know you haven't come this far from starting your own business to closing your doors because of an avoidable challenge. Here are some things to look out for when monitoring the success of your venture!
Emergency Funds Aren't ThereUnexpected costs are inevitable in the course of running a business. Perhaps something breaks, or software updates or new hardware or equipment is required to keep up with the industry. Maybe a natural disaster damages your building or a cyber-attack takes out your customer data leaving you paralyzed until you can get someone in to help. While many things are covered by Small Business Insurance policies, the ability to bounce back is crucial to ensure that your business stays on its feet. If emergency funds aren't on hand to cover a higher ticket cost, a large bill could come your way that might set your business back for weeks or even months if you're not prepared.
Neglected Business PlansIn the excitement of starting a new business, it's easy to look beyond the 'boring' details of business plans and move on to the fun of building and growing without looking back. But lofty financial projections paired with neglecting to reevaluate regularly can create the perfect storm for costs to sneak up without warning. It's recommended that companies – especially younger ones – review their business plan annually to make sure they are on track and that their current numbers and objectives reflect the original goal. Taking the temperature of your business can mean the difference between reaction-based operations and feeling in control of your company's growth trajectory. Putting the time into extra forethought can prevent unnecessary expenses before they have a chance to materialize.
Sudden Opportunities and GrowthA great entrepreneur is able to make quick decisions, adapt, overcome, and keep moving forward, helping entrepreneurs keep their businesses bulletproof from unexpected costs. Some of those costs could be from unavoidable, negative events, but often opportunities can suddenly come along that require action to enable the growth of your business. A sudden surge in business may require creating and hiring for new roles to handle an influx of customers. As a specific market becomes more competitive, it might be time to try new strategies in social media, content, outbound marketing or all of the above, and hire a growth hacking agency to get ahead of the curve. The sooner your business can act on opportunities, the sooner you can see gains in reputation and increased revenue!
Weigh Your OptionsNo matter what circumstance brings an extra expense your way, knowing where to look for solutions is paramount! The recent onslaught of financial challenges businesses faced recently has prompted a surge in fintech companies. These entities seek to provide much-needed financial services through technology, which means easier and faster access to funds. The type of funding you pursue may depend on the time, amount, and nature of the expense at hand. Here are a few options to look into!
Small Business LoanThe United States Small Business Association (SBA) defines small businesses as dependent on the industry they occupy. 'Small' could mean anywhere from 100 to 1500 employees, which means if you are one of the 32.5 million small businesses in the united states, a Small Business Loan could be an option for you! If you know the exact amount needed to cover a large expense, such as a large piece of replacement equipment or furniture for an office remodel, exploring a one-time Microloan loan might be a good call. Other options exist for larger amounts provided all other personal financial options have been used. It's always best to do some research to see what loan would be best for your situation.
Line of CreditIf a business loan isn't something you feel comfortable with, or are able to pursue, a faster, and more flexible option available is a business line of credit. This form of a business loan can often be applied for online via fintech entities with a quick turnaround time for approvals and access to funds. Additionally, the funds borrowed only have to be paid back as they are borrowed. Small business loans provide a set amount of money available, much like the limit on a credit card, and each time a pull on that available amount is taken out, repayment is based on the amount used. This is great for a business needing to cover payroll during a slow month, pay for unexpected damages quickly, or keep the cash flow going during slow seasonal businesses. These types of loans are great for larger purchases or expenses that cannot be charged with a credit card.
Credit CardsFor smaller or younger businesses, loans may not be an option. Both business loans and line of credit loans may require the business to have a presence in their space for a certain amount of time, or bring in a set amount of profit annually. To cover routine purchases or smaller unexpected expenses, a business credit card could help build the credit for your company.
A credit card is great for unexpected opportunities as well. Perhaps there is a great conference happening across the country, and the only way you can attend is to purchase tickets and cover travel expenses with a credit card. Would you like to experiment with software or a new tool to help keep your business current? Pay for memberships and subscriptions without having to go through a loan application process.
Beat It Before You Meet ItIf you have scrambled to cover expenses in the past, no doubt you want to avoid the feeling of panic that quickly takes over after realizing you don't have enough money! Planning as much as possible won't cover every possibility that can come up – who would have thought a few years ago that we would be going through a global pandemic? But taking some steps to set up financial firewalls can keep fear of the future at bay.
Keep Your Budget RealisticOverspending on unnecessary extras or uneven distribution of your operating budget can mean little is left over to have in reserve for emergencies. List out expenses that could come about due to growth. Review past financials to find patterns when you may need to rely on having a line of credit funds handy. Are you constantly using a credit card to purchase everyday items? Maybe it's time to reallocate funds where they can be better used.
Grow to Thrive, Not SurviveDuring periods of explosive growth or uncontrollable events, businesses often adopt reactive business strategies that help them keep up with demand. However, these strategies aren't best for building the sustainable trust and brand awareness that helps keep your business thriving instead of on life-support. If reactive policies are left in place, profits and stability can cap out, preventing the changes and flexibility needed to pivot. Gather a growth team tasked with finding ways to grow flexibly, with more stability and profitability.
Don't PanicFledgling businesses and those still attempting to recover from the pandemic may have exhausted cash reserves, but some research and evaluation of your needs both now and in anticipation of future needs will help your business thrive for years to come. If or when your business comes up against financial costs unexpectedly, remember that the options to find funding when you need it are out there!
January 2023


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LIME Painting of Los Angeles
LIME Painting of Los Angeles
LIME Painting® Los Angeles, CA
LIME Painting of Los Angeles is a team of professionals with distinguished expertise in painting, surface restoration and home improvement and renovations for custom residential and commercial properties throughout L.A.
We ensure that every single project and customer is treated with Love, Integrity, Mission and Excellence. That is what's valued most at LIME Painting.
For interior and exterior painting, custom coatings, such as epoxy flooring and direct-to-metal, stucco installation and maintenance, gutter installation, carpentry and masonry work in the Los Angeles area, contact LIME Painting of Los Angeles today to schedule an estimate for your custom property.
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