text:
Kahoka To Seek $8,000,000 Bond For Water System Upgrades
Shall the City of Kahoka, Missouri, issue its combined waterworks and sewerage system revenue bonds in the amount of $8,000,000 for the purpose of acquiring, constructing, furnishing, equipping, extending and improving the City's combined waterworks and sewerage system, the cost of operation and maintenance of said system and the principal of and interest on said revenue bonds to be payable solely from the revenues derived by the City from the operation of its combined waterworks and sewerage system, including all future extensions and improvements thereto?
After the City of Kahoka's application for $5 million dollars was not selected for grant funding from the state's Community Water Infrastructure Grant program, city leaders voted Monday, November 28, at a special meeting, to place an $8 million dollar bond issue on the ballot in February.
If approved, it would give the city authority to borrow up to $8 million dollars to upgrade the city's water generation plant and water system.
For the past couple years, the city has been working on ways to improve its water quality. While the water is safe, high levels of iron and molybdenum make the water cloudy. Chemicals are added to bind these minerals.
In April of 2021, the city reviewed three proposals from Kyle Posiask of Four Points Land Surveying and Engineering to make improvements at the water generation plant at Wayland, including a new detention tank to allow the chemicals time to bind the unwanted minerals and settle. That cost of the proposal favored by Kahoka's aldermen was estimated to be $2.7 million dollars.
At that time, the council also discussed the need to replace the asbestos-cement water transmission line running from Wayland to Kahoka. Over time, asbestos-cement tends to become brittle, and the existing line was installed in the early 1970's, making it almost 50 years old.
Posiask gave a "ballpark" figure of $2 million for it's replacement.
In March of 2022, the city applied for Missouri's Community Water Infrastructure Grant, asking for $5 million as part of a $5,563,000 project cost. The city's application ranked 186th out of 371 applicants.
"The City of Kahoka doesn't have any debt," said Mayor Tony Anderson. "That's why we didn't get the grant."
Lead Service Lines
Another issue facing Kahoka, as well as all water systems in Missouri and across the nation, is a recent EPA requirement to "inventory" all water service lines to determine if they contain lead. This inventory needs to be completed by October 16, 2024. Kahoka has around 1200 connections that will need to be inventoried by that date. (The Media will have a story on this requirement next week)
The cost for that project is estimated to be $200,000, and Kahoka had applied for $159,000 in grant funding, but it was not awarded.
Adding It Up
The two grant applications, which were made in March 2022, totaled $5,763,000. The cost of building materials has risen by over 14 percent in 2022, so that could add around $800,000 to the previous cost, likely increasing the projects costs over $6.5 million dollars.
Why A Special Election?
The February 7, 2023 election date for the bond issue is a special election. No other issues are on the ballot for that election.
Because of that, the City of Kahoka will have to pay for the entire cost of the election, which County Clerk Kelly Waples estimated could cost up to $4000.
"We had to do it in February, because if voters approve it, the deadline for applying for a low-interest loan Missouri State Revolving Fund Drinking Water program is March 31," said Kahoka City Clerk Sandie Hopp.
"Otherwise, we'd have to wait another year to apply," she added.
Those SRF low interest loans often have interest rates below one percent.
What will it cost customers?
If approved, the bond will be repaid by revenue from the water customers in Kahoka, over a 35 year period. Property taxes will not be effected by this project.
Assuming that the city borrowed the entire $8 million dollars, the cost to customers would be divided over the 1200 customers over the life of the loan.
Eight million dollars divided by 35 years is $228,571.43 per year for principal. That figure divided by the 1200 customers is $190.47, and divided by 12 months equals an additional $15.87 per month need to repay the loan (before interest)
Currently, the city's rate for 2000 gallons (minimum charge) is $21.00.
Posted in Corporate Featured Stories, News
Kahoka Voters To Decide On $8 Million Dollar Water Bond
Soup Supper Fundraiser Kicks Off Drive For New Playground Equipment
2022 Year In Review: Part 1


Home / Studio / A New Candy Land!
by Caramelawon March 24, 2019 March 25, 2019 6 Comments on A New Candy Land!
This year has been an eventful year so far! After BCSG 2017, I didn't even have time to catch a breath before being thrown into a major milestone in my life—getting my own home.
The entire process of getting my own home was a heady mixture of stress, anxiety, joy and excitement. It was also time-consuming and tiring, and I had to deal with it in addition to my full-time job and CaramelPOPS dolly projects. In hindsight, I wonder how I managed it all without collapsing.
For over half a year, I viewed properties, made major decisions, took out a housing loan, planned and designed my home interior decor, sourced for furniture and home furnishings, dealt with contractors, renovations and delays. From the beginning to the end, the process was overwhelming. I often felt completely out of depth, but I am so thankful because my wonderful partner was always there to help me.
Living and dining area, during renovation.
Living and dining area, after renovation.
When I finally chose the place, I was still not sure. The flat was dim and dingy, and the previous owners had made some very questionable interior decor choices. So, the flat needed a total revamp from top-to-toe. Which meant months of dealing with contractors, obtaining building approvals from the authorities, delays, constantly monitoring the progress, and lots of debris.
Dining area. Spacious, monotone with bits of colours sprinkled here and there.
But I listened to my partner's advice, and am so glad I did. When the first wall came down, the flat was suddenly filled with sunlight. Such bright, natural light! It filled me with such joy. Out went the mismatched blue door frames and olive moulding. Out went the old-fashioned faux marble floor tiles, and bright purple kitchen cabinets. Suddenly I started to see what I could do with the space!
The transformation of the room designated for my Candy Cave was the most exciting of all. Before renovation, it was a dingy little room that was connected to a tiny and dim storeroom. So, gone with the two dim rooms with their filthy yellow walls and old-fashioned faux marble tiles!
The Candy Cave, before renovation.
The Candy Cave, after renovation. Installed a build-in cabinet on the left for display of my toys/dolls, as well as storage space for my endless craft materials.
In place is now my spanking new studio space, the Caramelaw Candy Cave! Where all that happy and colourful magic happens! So I now have a room dedicated to my magic AND an entire pad to display my own collection!
The Caramelaw candy land crazy begins right at the entrance of my Candy Cave. I finally have lots of display space for my toy collectibles, new and vintage alike!
The entrance to The Candy Cave, greeted by many little colourful beings!
Knocked down a wall at the front of the studio and installed a large glass panel. Wanted the light from the studio to penetrate into the corridor. It also makes the studio appear larger and more spacious.
I had custom-built shelving with tempered glass doors put in. And now I can finally see my beautiful Blythe dolls in their full glory, together with all my other toy collectibles.
Dolly and toy display cabinet – Beloved calavera collection.
Dolly and toy display cabinet – Some of my wonderful yarnheads by Dr. Blythenstein.
A lot of people have asked me how I work within this space, surrounded by everything. How do you organise everything? How do you find what you need? Don't you feel cramped or claustrophobic? So I thought I would share a little about how I keep my dolly materials.
The place where I create my Caramelaw magic takes up about half my Candy Cave. At the very centre is my workspace, where each CaramelPOPS girl is formed. Every stage of the process happens here—from the prep work, painting, right down to the final touches. Surrounding that central workspace is where I keep all the materials needed to make my Caramelaw magic—all within easy reach.
The rainbow desk, where candy magic happens.
A typical day in The Candy Cave.
Next to my workspace is what I call the Body Tower, a little organiser tray where I store all the dolls that are works-in-progress. Each tray is carefully labelled, so I can tell who is kept where in just one glance. Some of you might recognise the organiser tray—yes, it is the KVISSLE letter tray from IKEA. Quite a lot of my materials are kept organised in storage items that I bought from IKEA. All the other materials needed to make that special CaramelPOPS girl are kept in storage units around my workspace. Opposite the Body Tower are the scalps and accessories…. Behind my workspace are shelves of craft materials I use for their outfits, as well as the materials I use to create my Pom Bands, Bobapops and Candy Pandas. Each unit is carefully labelled so I know what items are contained in each unit.
The Body Tower, girls waiting to come alive.
Candy pandas in the making.
Many people ask what paint do I usually use. I use Kaiser water based acrylic paint, their colour selection is amazing and it spreads smoothly across the surface as I paint.
As for whether I feel cramped or claustrophobic…Not at all! I love sitting in the middle of all that organised madness. My seat is like the eye of the storm, a little oasis of calm where I can focus on painting away at the little girl that is forming in my hands.
It's been a couple of months since I moved into this place, my very first home. And where I've begun making magic in my new and bigger Candy Cave. But not a single day goes by without feelings of gratitude and a sense of wonder. Indeed, it is easier to organise my dolly materials and customise dolls in my new (and bigger!) Candy Cave. Still, each time I enter my new Candy Cave…each time I look around…each time I sit down to work on a CaramelPOPS girl, I am still filled with a sense of wonder. The full weight of my collection hits me. I am still amazed at how I managed to cram all of this into my old studio, which was also my bedroom where I slept and changed.
Loved the tour you made of your new place! I have been following your journey of the big renovation and it pleases me that it is so beautiful now! I adore your toy showcase and I love many of the stuff !
HI there! I just wanted to say that I absolutely LOVE the house and the Candy Cave!
every day must be super exciting! Congratulations on the purchase of your home.


Sell Response URL is a mandatory parameter passed within the Affiliate Data array of the post to PX. Though the parameter must be present, a value is not mandatory, and by default, no value is used.
If you wish PX API to call a particular URL in order to inform you of the final result of a posted Lead, enable this feature by specifying the URL in the Sell Response URL element inside the AffiliateData array of your post into PX.
1. Transactionid is unique ID of the transaction given to the Lead that is used throughout PX.
2. Payout is the amount for which the Lead sold to a Buyer.
3. Result - shows whether Lead is sold or not.
4. Reason is the reason explaining why Lead was not sold (Duplicate, Contact information invalid or Unable to monetize).
Reason is passed back only if the Lead was not sold.
5. Sub2id - the PX Sub2id that will passed back. If you do not specify a Sub2id in your lead's post-in, PX will generate a default value of 111 for it.
AffiliateData array also contains Respond On No Sale element, which is set to True by default. Change the value to False to disable this element. Then, in case the Lead is not sold, PX API will not call on the URL specified in Sell Response URL. However, if the Lead is sold, PX API will always call on the Sell Response URL value, no matter if Respond On No Sale is True or False.


text:
%% CharFunTool / EXAMPLES
%  CHARACTERISTIC FUNCTIONS OF SELECTED NONNEGATIVE CONTINUOUS DISTRIBUTIONS
%
%  (c) 2017 Viktor Witkovsky, witkovsky@gmail.com
%  Version: 10-May-2017

clear
close all

%% *EXPONENTIAL DISTIBUTION*
% |cfX_Exponential(t,lambda)| evaluates the characteristic function cf(t)
% of the Exponential distribution with the parameter lambda (rate, lambda >
% 0), i.e.
%
% |cf(t) = cfX_Exponential(t,lambda) = lambda / (lambda - 1i*t)|
%
% For more details see WIKIPEDIA:
% <https://en.wikipedia.org/wiki/Exponential_distribution>
%
% SYNTAX:
%
% * |cf = cfX_Exponential(t,lambda)|

clear
close all

%% III.1.a EXAMPLE: CF of the Exponential distribution, lambda = 5
%
 lambda = 5;
 t = linspace(-50,50,501);
 cf = cfX_Exponential(t,lambda);
 figure; plot(t,real(cf),t,imag(cf)),grid
 title('CF of the Exponential distribution with lambda = 5')

%% III.1.b EXAMPLE: PDF/CDF of the Exponential distribution, lambda = 5
%
 lambda = 5;
 cf = @(t) cfX_Exponential(t,lambda);
 x  = linspace(0,1.5,101);
 clear options
 options.xMin = 0;
 options.SixSigmaRule = 8;
 result = cf2DistGP(cf,x,[],options);
 disp(result)

%% III.1.c EXAMPLE: PDF/CDF of the compound Binomial-Exponential distribution
%
 n = 25;
 p = 0.3;
 lambda = 5;
 cfX  = @(t) cfX_Exponential(t,lambda);
 cf   = @(t) cfN_Binomial(t,n,p,cfX);
 x    = linspace(0,5,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% *FISHER-SNEDECOR F DISTIBUTION*
% |cfX_FisherSnedecor(t,df1,df2,tol)| evaluates the characteristic
% function cf(t) of the Fisher-Snedecor F-distribution with the parameters
% df1 and df2 (degrees of freedom, df1>=1, df2>=1) computed for real vector
% argument t, i.e.
%
% |cf(t) = cfX_FisherSnedecor(t,df1,df2)
%        = (gamma(df1/2+df2/2)/gamma(df2/2)) * U(df1/2, 1-df2/2, -1i*(df2/df1)*t)|,
%
%  where U(a,b,z) denotes the confluent hypergeometric function of the
%  second kind.  For more details see WIKIPEDIA:
%  <https://en.wikipedia.org/wiki/F-distribution>
%
% SYNTAX:
%
% * |cf = cfX_FisherSnedecor(df1,df2,t,tol)|

%% III.2.a EXAMPLE: CF of the F-distribution with df1 = 3, df2 = 5
%
 df1 = 3;
 df2 = 5;
 t   = linspace(-30,30,2^10+1)';
 cf  = cfX_FisherSnedecor(t,df1,df2);
 plot(t,real(cf),t,imag(cf));grid
 title('Characteristic function of the F-distribution')

%% III.2.b EXAMPLE: PDF/CDF of the F-distribution with df1 = 3, df2 = 5
%
 df1 = 3;
 df2 = 5;
 x = linspace(0,25,101);
 prob = [0.9 0.95 0.99];
 cf = @(t) cfX_FisherSnedecor(t,df1,df2);
 clear options
 options.xMin = 0;
 options.xMax = 500;
 options.N  = 2^15;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% III.2.c EXAMPLE: PDF/CDF of the compound Binomial-Fisher-Snedecor distribution
%
 n = 25;
 p = 0.3;
 df1 = 3;
 df2 = 5;
 cfX = @(t) cfX_FisherSnedecor(t,df1,df2);
 cf = @(t) cfN_Binomial(t,n,p,cfX);
 x = linspace(0,80,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% *GAMMA DISTRIBUTION*
% |cfX_Gamma(t,alpha,beta)| evaluates the characteristic function cf(t) of
% the GAMMA distribution with the parameters alpha (shape, alpha > 0) and
% beta (rate, beta > 0), i.e.
%
% |cf(t) = cfX_Gamma(t,alpha,beta) = (1 - 1i*t / beta)^(-alpha)|;
%
% For more details see WIKIPEDIA:
% <https://en.wikipedia.org/wiki/Gamma_distribution>
%
% SYNTAX:
%
% * |cf = cfX_Gamma(t,alpha,beta)|

%% III.3.a EXAMPLE: CF of the Gamma distribution, alpha = 2, beta = 2
%
 alpha = 2;
 beta = 2;
 t = linspace(-20,20,501);
 cf = cfX_Gamma(t,alpha,beta);
 figure; plot(t,real(cf),t,imag(cf)),grid
 title('CF of the Gamma distribution with alpha = 2, beta = 2')

%% III.3.b EXAMPLE: PDF/CDF of the Gamma distribution, alpha = 2, beta = 2
%
 alpha = 2;
 beta = 2;
 x = linspace(0,5,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.xMin = 0;
 options.N = 2^14;
 cf = @(t) cfX_Gamma(t,alpha,beta);
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% III.3.c EXAMPLE: PDF/CDF of the compound Binomial-Gamma distribution
%
 n = 25;
 p = 0.3;
 alpha = 2;
 beta = 2;
 cfX = @(t)  cfX_Gamma(t,alpha,beta);
 cf = @(t) cfN_Binomial(t,n,p,cfX);
 x = linspace(0,25,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% *GENERALIZED PARETO DISTRIBUTION*
% |cfX_GeneralizedPareto(t,xi,sigma,theta)| Computes the characteristic
% function cf(t) of the Generalized Pareto distribution with parameters xi
% (shape, here xi >= 0), sigma (scale, sigma > 0), and theta (threshold,
% theta >= 0), for real (vector) argument t, i.e.
%
% |cf(t) = cfX_GeneralizedPareto(t,xi,sigma,theta)|;
%
% The closed-form analytic expression of the characteristic function of the
% Generalized Pareto distribution is unknown. Thus, the characteristic
% function is numerically evalueted from its definition.
% For more details see also WIKIPEDIA:
% <https://en.wikipedia.org/wiki/Generalized_Pareto_distribution>
%
% SYNTAX:
%
% * |cf = cfX_GeneralizedPareto(t,xi,sigma,theta)|
% * |cf = cfX_GeneralizedPareto(t,xi,sigma,theta,tol)|

%% III.4.a EXAMPLE: CF of the GeneralizedPareto distribution
%
 xi = 1;
 sigma = 1;
 theta = 1;
 t = linspace(-20,20,2^10+1)';
 cf = cfX_GeneralizedPareto(t,xi,sigma,theta);
 plot(t,real(cf),t,imag(cf));grid
 title('Characteristic function of the GeneralizedPareto distribution')

%% III.4.b EXAMPLE: CDF/PDF of the  GeneralizedPareto distribution
%
 xi = 1;
 sigma = 1;
 theta = 0;
 x = linspace(0,300,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.N = 2^15;
 options.SixSigmaRule = 15;
 cf = @(t) cfX_GeneralizedPareto(t,xi,sigma,theta);
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% III.4.c EXAMPLE: PDF/CDF of the compound Poisson-GeneralizedPareto distribution
%
 xi = 1;
 sigma = 1;
 theta = 0;
 lambda = 10;
 cfX = @(t) cfX_GeneralizedPareto(t,xi,sigma,theta);
 cf = @(t) cfN_Poisson(t,lambda,cfX);
 x = linspace(0,5000,101);
 prob = [0.9 0.95 0.99];
 clear options
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% *CHISQUARED DISTRIBUTION*
% |cfX_ChiSquare(t,df)| evaluates the characteristic function cf(t) of
% the CHI-SUQARED distribution with the parameter df (degrees of freedom,
% df >= 1), i.e.
%
% |cf(t) = cfX_ChiSquare(t,df) = (1 - 2i*t)^(-df/2) =
%         = cfX_Gamma(t,alpha,beta) = cfX_Gamma(t,df/2,1/2)|;
% For more details see WIKIPEDIA:
% <https://en.wikipedia.org/wiki/Chi-squared_distribution>
%
% SYNTAX:
%
% * |cf = cfX_ChiSquare(t,df)|

%% III.5.a EXAMPLE: CF of the ChiSquared distribution, df = 1
%
 df = 1;
 t = linspace(-50,50,501);
 cf = cfX_ChiSquare(t,df);
 figure; plot(t,real(cf),t,imag(cf)),grid
 title('CF of the ChiSquared distribution with df = 1')

%% III.5.b EXAMPLE: PDF/CDF of the ChiSquared distribution, df = 3
%
 df = 3;
 x = linspace(0,15,101);
 prob = [0.9 0.95 0.99];
 cf = @(t) cfX_ChiSquare(t,df);
 clear options
 options.xMin = 0;
 options.xMax = 22;
 options.N = 2^14;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% III.5.c EXAMPLE: PDF/CDF of the compound Binomial-ChiSquared distribution
%
 n = 25;
 p = 0.3;
 df = 3;
 cfX = @(t) cfX_ChiSquare(t,df);
 cf = @(t) cfN_Binomial(t,n,p,cfX);
 x = linspace(0,80,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% *LOG-LOGISTIC DISTRIBUTION*
% |cfX_LogLogistic(t,alpha,beta)| computes the characteristic function
% cf(t) of the LogLogistic distribution with parameters alpha (scale,
% alpha > 0) and beta (shape, beta > 0), for real (vector) argument t, i.e.
%
% |cf(t) = cfX_LogLogistic(t,alpha,beta)|;
%
% The closed-form analytic expression of the characteristic function of the
% LogLogistic distribution is unknown. Thus, the characteristic function is
% numerically evalueted from its definition.
% For more details see WIKIPEDIA:
% <https://en.wikipedia.org/wiki/Log-logistic_distribution>
%
% SYNTAX:
%
% * |cf = cfX_LogLogistic(t,alpha,beta)|
% * |cf = cfX_LogLogistic(t,alpha,beta,tol)|

%% III.6.a EXAMPLE: CF of the Loglogistic distribution, alpha=1, beta=1
%
 alpha = 1;
 beta = 1;
 t = linspace(-20,20,2^10+1)';
 cf = cfX_LogLogistic(t,alpha,beta);
 plot(t,real(cf),t,imag(cf));grid
 title('Characteristic function of the LogLogistic distribution')

%% III.6.b EXAMPLE: CDF/PDF of the  Loglogistic distribution, alpha=1, beta=1
%
 alpha = 1;
 beta = 1;
 x = linspace(0,700,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.xMin = 0;
 options.xMax = 1000;
 options.N = 2^14;
 cf = @(t) cfX_LogLogistic(t,alpha,beta);
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% III.6.c EXAMPLE: PDF/CDF of the compound Poisson-Loglogistic distribution
%
 alpha = 1;
 beta = 1;
 lambda = 10;
 cfX = @(t)cfX_LogLogistic(t,alpha,beta);
 cf = @(t) cfN_Poisson(t,lambda,cfX);
 x = linspace(0,3500,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
  disp(result)

%% *LOG-NORMAL DISTRIBUTION*
% |cfX_LogNormal(t,mu,sigma)| computes the characteristic function cf(t) of
% the LogNormal distribution with parameters mu (real) and sigma > 0,
% computed for real (vector) argument t, i.e.
%
% |cf(t) = cfX_LogNormal(t,mu,sigma)|;
% For more details see WIKIPEDIA:
% <https://en.wikipedia.org/wiki/Log-normal_distribution>
%
% SYNTAX:
%
% * |cf = cfX_LogNormal(t,mu,sigma)|
% * |cf = cfX_LogNormal(t,mu,sigma,tol)|

%% III.7.a EXAMPLE: CF of the LogNormal distribution, mu = 0, sigma = 1
%
 mu = 0;
 sigma = 1;
 t = linspace(-20,20,2^10+1)';
 cf = cfX_LogNormal(t,mu,sigma);
 plot(t,real(cf),t,imag(cf));grid
 title('Characteristic function of the LogNormal distribution')

%% III.7.b EXAMPLE: CDF/PDF of the LogNormal distribution, mu = 0,sigma = 1
%
 mu = 0;
 sigma = 1;
 x = linspace(0,15,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.xMin = 0;
 options.N = 2^13;
 options.SixSigmaRule = 8;
 cf = @(t) cfX_LogNormal(t,mu,sigma);
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% III.7.c EXAMPLE: PDF/CDF of the compound Poisson-LogNormal distribution
%
 mu = 0;
 sigma = 1;
 lambda = 10;
 cfX = @(t)cfX_LogNormal(t,mu,sigma);
 cf = @(t) cfN_Poisson(t,lambda,cfX);
 x = linspace(0,70,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% *PARETO DISTRIBUTION*
% |cfX_Pareto(t,alpha,sigma,type,tol)| computes the characteristic function
% of the Pareto distribution with parameters alpha > 0 (shape), sigma > 0
% (scale, sometimes denoted by x_m - which is the minimum value of the
% distribution support, i.e. x >= x_m), and the parameter type ('typeI' or
% 'typeII'), computed for real vector argument t, i.e.
%
% |cf(t) = cfX_Pareto(t,alpha,sigma,type)|;
%
% For more details see WIKIPEDIA:
% <https://en.wikipedia.org/wiki/Pareto_distribution>
%
% SYNTAX:
%
% * |cf = cfX_Pareto(t,alpha)|
% * |cf = cfX_Pareto(t,alpha,sigma,type)|
%
% FURTHER DETAILS:
%
% The Pareto Type I distribution (also known as European Pareto) is
% characterized by a scale parameter sigma and a shape parameter alpha,
% which is known as the tail index. The pdf of X is defined by pdf_X(x) =
% alpha * sigma^alpha / x^(alpha+1), for x >= sigma, otherwise it is zero.
% When this distribution is used to model the distribution of wealth, then
% the parameter alpha is called the Pareto index.
%
% The Type II Pareto distribution (also known as Lomax or American Pareto
% distribution, type = 'typeII' or type = 'Amer') is shifted to zero.
% The default type is 'TypeI' (type = 'typeI' or type = 'Eur').
% The CFs of the Pareto type distributions are defined by
% cf_{typeI}(t)  = alpha * exp(1i*sigma*t) * U(1,1-alpha,-1i*sigma*t)
% cf_{typeII}(t) = alpha * U(1,1-alpha,-1i*sigma*t)
%
% A special case of Pareto TypeI distribution is the Pareto 1 distribution
% with sigma = 1, cf_{1}(t) = alpha * exp(1i*t) * U(1,1-alpha,-1i*t), where
% U(a,b,z) denotes the confluent hypergeometric function of the second
% kind.

%% III.8.a EXAMPLE: CF of the Pareto 1 distribution, alpha = 3/2
%
 alpha = 3/2;
 t = linspace(-10,10,1001);
 cf = cfX_Pareto(t,alpha);
 figure; plot(t,real(cf),t,imag(cf)),grid
 title('CF of the Pareto 1 distribution with alpha = 3/2')

%% III.8.b EXAMPLE: CF of the Pareto Type I/EUR distribution
%
 alpha = 3/2;
 sigma  = 2;
 type = 'eur';
 t = linspace(-10,10,1001);
 cf = cfX_Pareto(t,alpha,sigma,type);
 figure; plot(t,real(cf),t,imag(cf)),grid
 title('CF of the Pareto EUR distribution with alpha = 3/2, sigma = 2')

%% III.8.c EXAMPLE: CF of the Pareto Type II/AMER distribution
%
 alpha = 3/2;
 sigma  = 2;
 type = 'amer';
 t = linspace(-10,10,1001);
 cf = cfX_Pareto(t,alpha,sigma,type);
 figure; plot(t,real(cf),t,imag(cf)),grid
 title('CF of the Pareto AMER distribution with alpha = 3/2, sigma = 2')

%% III.8.d EXAMPLE: PDF/CDF of the compound Poisson-Pareto distribution
%
 alpha = 3/2;
 sigma  = 2;
 type = 'eur';
 lambda = 10;
 cfX = @(t) cfX_Pareto(t,alpha,sigma,type);
 cf = @(t) cfN_Poisson(t,lambda,cfX);
 x = linspace(0,500,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% *PEARSON TYPE VI DISTRIBUTION*
% |cfX_PearsonVI(t,alpha,beta)| omputes the characteristic function of the
% Pearson type VI distribution with parameters alpha > 0 (shape) and beta >
% 0 (scale), computed for real vector argument t, i.e.
%
% |cf(t) = cfX_PearsonVI(t,alpha,beta)
%         = (gamma(alpha+beta)./gamma(beta)) .* U(alpha,1-beta,-1i*t)|
%
% where U(a,b,z) denotes the confluent hypergeometric function of the
% second kind. For more detail see WIKIPEDIA:
% <https://en.wikipedia.org/wiki/Pearson_distribution>
%
% SYNTAX:
%
% * |cf = cfX_PearsonVI(t,alpha,beta)|

%% III.9.a EXAMPLE: CF of the Pearson Type VI distribution
%
 alpha = 3/2;
 beta = 2/3;
 t = linspace(-10,10,1001);
 cf = cfX_PearsonVI(t,alpha,beta);
 figure; plot(t,real(cf),t,imag(cf)),grid
 title('CF of the Pearson Type VI distribution with alpha = 3/2, beta = 2/3')

%% III.9.b EXAMPLE: PDF/CDF of the Pearson Type VI distribution
%
 alpha = 3/2;
 beta = 2/3;
 x = linspace(0,200,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.xMin = 0;
 options.N = 2^14;
 cf = @(t) cfX_PearsonVI(t,alpha,beta);
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% III.9.c EXAMPLE: PDF/CDF of the compound Binomial-Pearson Type VI distribution
%
 n = 25;
 p = 0.3;
 alpha = 3/2;
 beta = 2/3;
 cfX = @(t) cfX_PearsonVI(t,alpha,beta);
 cf = @(t) cfN_Binomial(t,n,p,cfX);
 x = linspace(0,10000,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% *WEIBULL DISTRIBUTION*
% |cfX_Weibull(t,alpha,beta)| computes the characteristic function cf(t)
% of the Weibull distribution with the parameters alpha(scale parameter,
% elsewhere denoted also as lambda, alpha > 0) and beta (shape parameter,
% elsewhere denoted as k, beta > 0), for real (vector) argument t, i.e.
%
% |cf(t) = cfX_Weibull(t,alpha,beta);|
%
% The closed-form analytic expression of the characteristic function of the
% Weibull distribution is unknown. The series expansion of the CF, valid
% for abs(t)<1, is known and given, e.g. in WIKIPEDIA.
%
% Thus, for abs(t)<1 the CF is evalueted from its series expansion, and for
% abs(t)>=1 from its definition. For more details see WIKIPEDIA:
% <https://en.wikipedia.org/wiki/Weibull_distribution>
%
% SYNTAX:
%
% * |cf = cfX_Weibull(t,alpha,beta)|
% * |cf = cfX_Weibull(t,alpha,beta,tol)|
%
% REMARK (Caution Notice)
%
% This implementation of the algorithm is experimental. It DOES NOT WORK
% PROPERLY for all parameters!!!!

%% III.10.a EXAMPLE CF of the Weibull distribution, alpha=1, beta=1
%
 alpha = 1;
 beta = 1;
 t = linspace(-20,20,2^10+1)';
 cf = cfX_Weibull(t,alpha,beta);
 plot(t,real(cf),t,imag(cf));grid
 title('Characteristic function of the Weibull distribution')

%% III.10.b EXAMPLE: CDF/PDF of the  Weibull distribution, alpha=1, beta=1
%
 alpha = 1;
 beta = 1;
 x = linspace(0,7,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.xMin = 0;
 options.N = 2^10;
 cf = @(t) cfX_Weibull(t,alpha,beta);
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% III.10.c EXAMPLE: PDF/CDF of the compound Poisson-Weibull distribution
%
 alpha = 1;
 beta = 1;
 lambda = 10;
 cfX = @(t)cfX_Weibull(t,alpha,beta);
 cf = @(t) cfN_Poisson(t,lambda,cfX);
 x = linspace(0,35,101);
 prob = [0.9 0.95 0.99];
 clear options
 options.isCompound = true;
 result = cf2DistGP(cf,x,prob,options);
 disp(result)

%% *CHARACTERISTIC FUNCTION FROM PDF*
% |cfX_PDF(t,pdfFun,method,tol)| computes the characteristic function of
% the continuos distribution defined by its PDF function, pdfFun = @(x)
% pdf(x), here we assume x>=0, computed for real vector argument t.
%
% DEFINITION:
%  cfX_PDF is based on the standard integral representation of the
%  characteristic function of the continuous distribution defined by its
%  PDF (here PDF is represented by the function handle pdfFun(x) defined
%  for x >= 0). Then,
%    CF(t) = Integral_0^inf exp(i*t*x) * pdfFun(x) dx.
%  Alternatively, by using the half-space Fourier Integral Transformation
%  (FIT), which could improve the highly oscillatory behaviour of the
%  integrand function, we get
%    CF(t) = Integral_0^inf (i/t) * exp(-x) * pdfFun(i*x/t) dx.
%  If we define the integrand as
%    funCF(t,x) = (i/t) * exp(-x) * pdfFun(i*x/t),
%  then by using a stabilizing transformation from [0,inf] to [0,1], we can
%  evaluate the CF by the following (well behaved) integral:
%    CF(t) = Integral_0^1 2x/(1-x)^3 * funCF(t,(x/(1-x))^2) dx.
%
%  Selection of the proper method (standard definition of FIT) depends on
%  the distribution and particular form of its PDF.
%
%  cfX_PDF evaluates this integral by using the MATLAB built in function
%  'integral', with precission specified by tolerance tol (default value is
%  tol = 1e-6).

%% III.11.a EXAMPLE CF from PDF of the Exponential distribution, mu = 1
%
 pdfFun = @(x) exp(-x);
 t = linspace(-20,20,2^10+1)';
 cf = cfX_PDF(t,pdfFun);
 plot(t,real(cf),t,imag(cf));grid
 title('Characteristic function of the Exponential distribution')

%% III.11.b EXAMPLE: CF from PDF of the LogNormal distribution, mu = 0, sigma = 1
%
 mu = 0;
 sigma = 1;
 pdfFun = @(x) exp(-0.5*((log(x)-mu)./sigma).^2)./(x.*sqrt(2*pi).*sigma);
 t = linspace(-20,20,2^10+1)';
 cf = cfX_PDF(t,pdfFun,'fit');
 plot(t,real(cf),t,imag(cf));grid
 title('Characteristic function of the LogNormal distribution')

%% III.11.c EXAMPLE: CDF/PDF of the LogNormal distribution, mu = 0, sigma = 1
%
 mu = 0;
 sigma = 1;
 pdfFun = @(x) exp(-0.5*((log(x)-mu)./sigma).^2)./(x.*sqrt(2*pi).*sigma);
 cf = @(t) cfX_PDF(t,pdfFun,'fit');
 clear options
 options.xMin = 0;
 result = cf2DistGP(cf,[],[],options);
 disp(result)

%% III.11.d EXAMPLE: CF from PDF of the Weibull distribution, a = 1.5, b = 1
%
 a = 1.5;
 b = 1;
 pdfFun = @(x) (x./a).^(b-1) .* exp(-((x./a).^b)) .* b ./ a;
 t = linspace(-20,20,2^10+1)';
 tol = 1e-10;
 cf = cfX_PDF(t,pdfFun,'fit',tol);
 plot(t,real(cf),t,imag(cf));grid
 title('Characteristic function of the Weibull distribution')

redpajama_set_name: RedPajamaGithub


These are the sensible big sister of our extra wide family – totally practical for those of you who do real outside jobs! You have been asking us for ages for a black welly so here she is – a lovely black with a beige trim - still with the brilliant Jileon double gusset and super comfortable fit, just a little more sedate than our other designs. Perfect for dog walking, looking after horses or just getting on with jobs in the garden, these wellies will fit like a glove.
Why we love them: Sensible and grown up – still the same brilliant Jileon fit that means they might be your first pair of proper fitting boots in years.
What we'd do in them: Dig over that patch on the allotment that you've been meaning to do for months or go for a lovely long dog walk.
Calf Width: Our amazing double gusset design means these will comfortably fit calf size of around 45-53cm.
Read our blog post to find out more about these wide calf wellies and find out how to accurately measure you calves.


1. Shake transmission, having inserted the big screw-driver between a support and an arm.
2. The support should not depart from an arm.
3. For replacement of a support prop up transmission, turn off bolts and nuts of fastening to a cross-piece and remove a support.


yumin.woonPrompt delivery! Great seller to deal with!
somdejpaeGreat response and negotiable seller.
Newborn girl set - good for gift.
NEW Carter's Boy Short Sleeve T Shirt 12M / 3T Grey Mélange Body with cute 'Small Fry' Print with text on Front Available in 2 Sizes - 6M / 3T Please PM me the size you like to have. Idea as a gift or for your little precious one. With Original Tag Attached Thank you!


Web video network Revision3 is adding another to show to its line-up: gadget-obsessed Hak5. The show, which currently claims an audience of 200k to 300k monthly viewers, will boost frequency from monthly to weekly. Revision3 is making an upfront investment in the show, and will sell ads and split revenue. Series sponsors include GoDaddy, Netflix and eMusic.
In addition, Revision3 is trying a new way to scout talent. It's launching a new site powered by Viddler, Revision3 Beta, to host and promote amateurs who have Kevin Rose potential. Those that build an audience of 100k to 200k monthly viewers will get an investment from Revision3 and join the company's regular lineup including Diggnation (1 million viewers a month) and Tekzilla (2 million).
A Web TV network behind Diggnation adds another show for the same demo.


text:
Texture TV Spot, 'Something Amazing'
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Air & Space Magazine TV Spot, 'From Around the World'
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The Wayans Bros. on MTV2
About The New York Times TV Commercial, 'The Truth Has a Voice'
An array of "He said. She said." fills a blank screen in a continuous zero sum game, representing the volley of contradictory accounts that journalists must contend with. However, on its fourth iteration, the female source does not stand alone. Supportive voices fill the screen with a barrage of attributions that stand in solidarity against the opposition, a reference to the silence breakers of the #MeToo campaign. The New York Times asserts that the truth has power and a voice, and that vigilant reporting will prevent it from being silenced.
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redpajama_set_name: RedPajamaCommonCrawl


Throw mangoes, cherries, yogurt, and red wine into the blender and we're doing fine. I was able to detect a slight hint of the red wine in the drink, which is really all I need. This was so tasty that I'm hell bent on drinking this several times a week until the end of time. I'm not exaggerating.
1) Add all ingredients to a small blender and blend together until it reaches the desired consistency. Enjoy!


text:
ABC-Stewart School
Contact ABC-Stewart
Photo Gallery 2019-2020
Staff at ABC Stewart School 2019-2020
Merry Carmichael, ABC-Stewart School Founder, Board President
MERRY STEWART CARMICHAEL, ABC-Stewart School Founder, began ABC Early Learning Centre in 1969 and added Stewart Elementary in 1977. She had previously taught in Indiana public schools. She earned her B.S. and M.S. in Education from Indiana University. She has completed two courses dealing with the Montessori materials and philosophy. Mrs. Carmichael has represented ABC Learning Centre and Stewart Elementary School at a number of national Montessori and other educational conferences. She has taught several education courses at IUPUC. Mrs. Carmichael was included in the publication Outstanding Young Women of America. She has been awarded "The Woman of the Year 2014 by The Republic Newspaper" and the Shining Star Award. She has served as a Deacon and an Elder for her church, served as President of the Hamilton Center Skate Club and been an active swim team parent in the past.
Merry and her husband, Tom, have four children. Merry's children attended ABC, and the three younger children graduated from Stewart Elementary. Cherie enjoys running Marathons, competes in Ironmen, and is the mother of four daughters, Lauren Elizabeth, Madeleine Stewart, Megan Nicole and Allison Lynd Fernandez. Suzie is a licensed social service provider. She and husband, John, are the parents of daughter, Erica, and son, Trevor.
Paul, who earned a Bachelor's in Elementary/ Secondary Education from Indiana University enjoys running. Rebecca is a licensed Mental Health Counselor. Rebecca and husband, John Kleihege, are the parents of Abby and Emma.
Mrs. Carmichael's husband, Tom, a former teacher, is retired from his position as Vice President of the Kroot Corporation. The family enjoys traveling (especially to New England), swimming and music.
Linda Becker Administrator, Board Secretary/Treasurer
LINDA BECKER joined the staff in August 1981 and is honored to be the Administrator at ABC-Stewart. She spent her youth in Kansas and attended the University of Kansas before moving to Kentucky and Southern Indiana, attending the Indiana University Southeast Campus in New Albany. Over the years, Linda has attended a number of regional and national Montessori conferences, as well as the Administrators Program at MECA-Seton Montessori Training Center near Chicago in 2007.
Linda has two daughters, both ABC-Stewart graduates. Kathryn Glover is a fellow ABC-Stewart staff member who manages the school accounts receivable and payable. Dominic and Kathryn Glover have one daughter, Siena, born April 2009. Amy and husband, Charles Baxter, reside in Columbus, Ohio and are the parents of Harrison (2006) and Grant (2009).
In her leisure time Linda enjoys traveling (especially to large bodies of water) and reading, as well as any time spent with her family and friends.
Kathryn Glover, Accounting
KATHRYN GLOVER has worked part or full-time at ABC-Stewart since her sophomore year at Columbus East High School in 1989. Kathryn is a graduate of ABC-Stewart and holds a B.S. in Applied Health Sciences (Human Development and Family Studies) from Indiana University.
She is married to Dominic Glover, a Columbus attorney in private practice. They are the proud parents of Siena Grace, born in April 2009. Kathryn enjoys her time with friends in a number of local women's groups: literature discussion, cookbook group, magazine club and garden club.
Nikki Crawford, Two's "More or Less" Suns classroom
NIKKI CRAWFORD returns to the Twos' "More or Less" Suns Classroom. She began at ABC-Stewart in 2002. She attended Ivy Tech Community College and also attended the MECA-Seton Montessori Paraprofessional course. Nikki has taken courses in childcare, child development, interpersonal relations and family relations.
Nikki's children, Grace and Abram are ABC Stewart graduates, while son, Benjamin, a current student. Nikki enjoys walking, scrapbooking, reading, attending her children's sporting activities and spending time with her family and friends.
Laura Donovan, Two's "More or Less"
LAURA DONOVAN continues in the Twos More or Less Class where she began in 2003. She is a Columbus native who attended Indiana University. During the summer of 2010 Laura attended a Montessori Training Session. She has been an active parent since 2001 with her daughters' enrollment at the school.
Laura and her husband, Ed, have three daughters: MacKenzie, Sidney and Delaney, all Stewart graduates. Laura also has a stepdaughter, Jenelle.
In her free time Laura is an active member of Sigma Phi Gamma sorority, and also enjoys reading, walking, crafts, travel and spending time with her family and friends.
Mandy Moore Two's "More or Less" & Splendid Days
Mandy Moore returns to Splendid Days and the Stars Two's class this year. Mandy's daughter, Presly, attends Stewart preschool.
Whitney King Two's "More or Less"
Whitney King joins Mandy in the Two's More or Less room. She has taught in a Montessori classroom for three years, and is excited to put down roots at ABC Stewart. Her goal is to become certified in Montessori classroom for the 0-3 age group. Whitney has a deep understanding for toddlers and loves to observe them. She works hard to make her students feel respected, supported, loved, heard, and valued as individuals. Each day she brings along her three boys, Carter, Cooper, and Finley who also attend ABC Stewart. Her hobbies include taking her children creek stomping, preparing the environment in her classroom, and all things family.
Stefanie Stafford, Children's Garden Preschool & Kindergarten
STEFANIE STAFFORD, a graduate of Stewart, returned to ABC-Stewart in 2015 where she began teaching in the Two's classroom. Stefanie is now a co-teacher in the Children's Garden Preschool & Kindergarten classroom. She has a Bachelor's of Science in Psychology from Indiana University.
Lorna Clark, Children's Garden Preschool & Kindergarten
LORNA CLARK will be returning to ABC-Stewart this year in the Children's Garden Preschool & Kindergarten classroom. Lorna joined the ABC-Stewart staff in 2007, in Splendid Days and as a substitute teacher. She has since worked in many of the classrooms as a substitute and held a position in the Two's Stars Class for two years before joining the Children's Garden Classroom. In 2009, she completed the Meca-Seton Montessori Paraprofessional course and attends Montessori conferences and workshops when her schedule allows.
Lorna has three children; sons, Orion and Dagan, and daughter, Ava. They live in Brown County, on a small farm, where she volunteers as a 4-H rabbit club leader. Lorna enjoys many fiber arts including knitting, spinning, and weaving with wool from her flock of sheep. She also spends free time training her Border Collie to work sheep and travels for lessons to improve her handling skills. She loves to learn new things and has previously been a member of a performing Taiko drumming group.
Amy Kiel, Children's Garden Preschool & Kindergarten
AMY KIEL began her career at ABC-Stewart in January 1992. She will continue team teaching in Children's Garden. Amy attended Ball State and Indiana Universities. She received training and certification at Meca-Seton Montessori Teacher Training Center and is certified in childcare
Amy and her husband, John, have sons, Henry and William. In her free time Amy enjoys running, gardening and traveling.
Amy is the recipient of the 2010 Reams Family Award for Excellence in Teaching.
Larry Powell, ABC Preschool & Kindergarten Math / Culture
LARRY POWELL is returning in the ABC Pre-school/Kindergarten program, where he began in August 1985. He manages the math/social studies area.
He received his B.A. degree in business and economic theory from Franklin College in 1973, and his M.S. in Elementary Education from IUPUI in 1979. He began his interest in education with volunteer work at Stepping Stone Pre-School and broadened his experience through 13 years of teaching at Children, Inc. Larry was the first recipient of the Reams Family Awards for Teaching Excellence for 2006-07, from the Heritage Fund of Bartholomew County.
Larry enjoys reading, motorcycling, hiking, sports and crafts. He is owner/builder/designer of his home, and has worked as an electrician, apprentice pattern maker and auto body man.
Larry has three daughters: Meghann, Amanda, an ABC-Stewart graduate and a Ball State graduate, and Carly. He has six grandchildren.
Susie Signorino, ABC Preschool & Kindergarten Art
SUSIE SIGNORINO returns as the ABC classrooms' art teacher. Prior to this position she taught in the Twos' More or Less classroom and in Splendid Days for 8 years, beginning at ABC-Stewart in 2004.
She earned a bachelor's degree in Fine Arts, specializing in painting and drawing, from the School of the Art Institute in Chicago. Susie is an artist who has illustrated and published a children's book May There Always Be Sunshine. She enjoys painting, graphic design, silversmithing and gardening.
Her daughter, Georgia Frances, is a 2015 graduate of ABC-Stewart.
Brianna Cockerham, ABC Preschool & Kindergarten Science
BRIANNA COCKERHAM began in the ABC Classroom in January 2015 while she was completing her student teaching coursework to earn an Associate's Degree in Early Childhood Education at Ivy Tech.
When she first began college, she wanted to find something that she was passionate about; she wanted her decision to be something that she was going to love to do for the rest of her life. Thus, Brianna realized that working with young children would be her course of study and would lead her to a career of great happiness and fulfillment. She took an interest in Montessori and she is grateful to be able to participate in this method.
Brianna feels that her first few years with ABC-Stewart School was an incredible start to her career. She looks forward to all the new adventures and memories with her students every year.
Brianna married in 2016 and in 2018 welcomed her son, Travis. She enjoys watching her students interact with Travis in her classroom. She feels that ABC-Stewart is a part of her family.
Doug Warren, ABC Preschool & Kindergarten Reading / Language Arts and Stewart Physical Education
DOUG WARREN returns to the ABC staff in the Reading and Language Arts room where he began in 2017.
Doug teaches P.E. in Stewart Elementary on Tuesday afternoons.
Doug will also coach the Stewart Suns Basketball Team this year with assistance from Jerry Maulin. .
Bobbie K Owens, Stewart Art
BOBBIE K OWENS, international artist and Columbus resident, returns to ABC-Stewart School as elementary art teacher. He taught in this capacity in the early 1990's and returned in 2002.
Bobbie K's paintings have been featured in exhibitions across the United States, Canada, Japan and Russia. He exhibited his work in the first Visual Arts Exchange project in Russia. He was then invited to have a series of three, one-person museum shows in Bishkek and Moscow. Previously he showed in Soho, New York, at Atelier International Art Gallery.
Over the course of many years of painting and exhibiting work, Bobbie K has had the good fortune to participate in shows with artists David Hockney, Jean-Michel Basquiat and Milton Avery. Some of the artists he has had the opportunity to discuss art with are Philip Pearlstein, Daryl Pottorf, Robert Rauschenberg and Donald Lipski. Bobbie K taught at IUPUC, ABC-Stewart, Art Gallery of Ontario School of Art, Ball State University, John Waldron Art Center in Bloomington, Dayton Art Institute and was resident artist at YMCA's of Greater Indianapolis. He has worked with the NEA, The Kennedy Center and The Center for Arts and Basic Curriculum in Washington, D.C. Bobbie dedicates most of his time to painting, however, enjoys sharing his art knowledge and experiences.
Bobbie and wife, Libby Jewel, have two daughters, Ali, who lives in North Carolina with her family including Bobbie's granddaughter, and Carleigh, who lives in North Carolina.
Lisa Porter, Stewart Music
LISA PORTER began teaching music at Stewart Elementary in 2016. She has a BS in Chemistry from Ohio State, an MA in teaching from UNC Chapel Hill, and 25+ years of private and group training in choral and instrumental music. Besides teaching at Stewart she also enjoys teaching Chemistry at IUPUC, and working with kids at First Presbyterian in music, drama, and service projects.
Sue Breeding, Stewart IT/Computer, Science & Extended
SUE BREEDING began at ABC-Stewart in the fall of 1997 thru 2002, working in the math room, under the leadership of Founder Merry Carmichael. She returned in August 2014 to the math room. She holds a Bachelor's of Science in Business Management and Marketing from Indiana University, and a Masters in Business Administration and Strategic Planning.
This year Sue is teaching computers in Stewart elementary and assisting in Science. Sue also does the elementary extended and study hour after school.
Sue enjoys traveling with her friend, Bill, writing, reading, and playing the dulcimer. Sue loves spending time with her children Mary Breeding and Matthew Breeding, and her grandchildren.
Lori Lynn Stewart First Year
LORI LYNN joined the ABC-Stewart staff in 1995. Lori earned a degree in Elementary Education from Indiana University Bloomington. She completed an Orton-Gillingham graduate reading course at Butler University. Lori received the Reams Family Awards for Teaching Excellence for 2007-08, from the Heritage Fund of Bartholomew County.
She is one of the teachers in the first-year room in the elementary school. She team-teaches with Tonnie Lane. Lori focuses on teaching reading, while Tonnie concentrates on the math area. The both teach culture and science. She enjoys working with the first-year students and making their transition from the kindergarten programs to the elementary school go as smoothly as possible.
Lori's children, Bryce and Isabel are Stewart graduates.
Tonnie Lane, Stewart First Year
TONNIE LANE joined the ABC-Stewart staff in the spring of 1998 and returns to the first-year room in Stewart. A graduate of the University of Southern Indiana, Tonnie received a Bachelor's of Science in Elementary Education with a kindergarten endorsement. She completed an Orton-Gillingham reading graduate course at Butler.
In 2013 Tonnie was awarded the Heritage Foundation's Reams Family Awards for Excellent in Teaching. Tonnie's daughter, Taylen, is a 2015 graduate of ABC-Stewart.
Jerry Maulin, Stewart Reading
JERRY MAULIN has been a Reading Room teacher for Stewart since 1998. In his time at Stewart he has coached basketball and Spell Bowl. He has also led many summer workshops for the students that include creativity and drama. Jerry graduated from Indiana State University with a degree in Elementary Education. He is also a recipient of the Distinguished Educator Award and the Red Apple Award. Jerry received the Reams Family Awards for Teaching Excellence for 2009-10, from the Heritage Fund of Bartholomew County.
His immediate family includes wife, Hanna Guy Maulin, and son, Joseph, a Stewart graduate. The family lives on an old dairy farm near school.
Jerry also is a performing songwriter, with many CD's to his credit. He also enjoys motorcycle riding, racquetball, golf and other sports. While not holding an actual patent, Jerry believes himself to be inventor of Pin Dodge Ball, enjoyed on rainy days here at Stewart.
Christine Butler, Stewart Reading
CHRISTINE BUTLER returns to the Stewart Reading room. She received her B.S. in elementary education from Indiana University, Bloomington. She is an avid reader of children's literature and is looking forward to sharing her love for reading with the students at Stewart.
Christina Varo, Stewart Reading
CHRISTINA VARO returns to the Stewart Reading Room. She has been involved with ABC-Stewart since 1992, beginning as a parent volunteer, substitute, and join the staff exclusively in the Reading Room since 2012.
Terry Hileman, Stewart Science
TERRY HILEMAN returns to the Science room of Stewart School, where he began in 2001. A graduate of IUPUC with a degree in elementary education.
Terry is married fellow Stewart teacher, Autumn Hileman. They have two sons, Ethan and Zeke, both ABC-Stewart students. He enjoys spending time with his beautiful wife, and also values time spent outdoors with fishing and golf.
Ashlee Chodan, Stewart Culture
ASHLEE CHODAN began teaching in the Culture room in August 2017. She has previously taught in the Two's "More or Less" class as well as ABC and Splendid Days. She enjoys teaching children history and geography around the world as well as life skills children need in their daily lives.
Natasha Brockhaus, Stewart Culture
NASTASHA BROCKHAUS joins the Stewart Staff in the Culture Room after assisting and substituting for several years. Her son, August, is a 2017 Stewart Graduate. Her daughter, Rosie, is a current student.
Autumn Hileman, Stewart Math
AUTUMN HILEMAN will return as the lead teacher in the Stewart Math Room. She began in the Twos' classroom in 1998, moved to the ABC Pre-school/Kindergarten Science area, and is now in the Stewart Math area. Autumn received her B.S. in elementary education from Indiana State University.
She is married to Stewart Science teacher, Terry Hileman, and has two sons, Ethan and Zeke, both ABC-Stewart student. She enjoys scrapbooking and time spent with family and friends.
Reanna Tasca, Stewart Math
Reanna joins the ABC-Stewart staff this year assisting in the Math Room. She is a Columbus native and has her Bachelor's degree in Elementary Education with a focus in Cultural Immersion and Diverse Populations. After graduating from IUPUC in 2013, she has taught several courses and subjects including English as a Second Language, Math, Civics, and Post Secondary Education. She has also spent time teaching overseas in Costa Rica and plans on retiring there someday. Reanna lives in Columbus with her son Everett and their dog Ramona. In her free time she enjoys live music, kayaking, rock climbing, and the outdoors.
Torrie Rae, Splendid Days
Torrie Rae joins Splendid Days this year. She has a son, Aesop who is attending Stewart elementary.
Amelia Robbins, Splendid Days
Amelia Robbins joins Splendid Days this year. She has a daughter, Claire attending Stewart elementary this year.
Melanie Bachmeyer, Office Assistant
Melanie Bachmeyer begins as Office Assistant this Fall. She has been a sub in our school over the last few years. She has two children attending ABC-Stewart - one in Children's Garden and one in Stewart Elementary.
6691 W. State Road 46, Columbus, IN 47201
ABC Learning Centre, Inc. of Columbus, Indiana (a not-for-profit organization Fed. ID#35-1178392) is a Montessori-oriented learning environment and has a racially non-discriminatory policy. The school does not discriminate on the basis of race, color or national and ethnic origin in its admission policies and procedures, administration of its educational policies, scholarship or other financial assistance programs, and athletic and other school administered programs.
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The amazing online store theme built on WordPress, Genesis Framework and WooCommerce. It is packed with lot of extra features like auto update, unlimited skin options, extra theme options, import/export settings etc.


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WooCommerce Review: Is It the Right Ecommerce Solution for Your Business?
By Meaghan Brophy on December 3, 2021 | Editorial Review, Retail
WooCommerce is a free ecommerce plugin for WordPress. It allows users to build an online store with store templates, back-end management tools, and various analytical tools for reports and taxes. It is best for those who manage WordPress sites and would like to incorporate ecommerce features, as reflected in users' high marks on online WooCommerce…
Recruitee Review: Is It the Right Recruiting Software for You?
By Charlette Beasley on November 17, 2021 | Editorial Review, Human Resources
Recruitee is recruiting software that provides career page branding and applicant tracking features as well as smart tools for job promotion and candidate sourcing. It's available on both mobile and web. Best for growing businesses, its paid plan starts at $109 per month for five job slots (with a 16% discount for annual billing). Recruitee…
By Bianca Caballero on October 5, 2021 | Editorial Review, Sales
Keap is a cloud-based business growth platform that offers customer relationship management (CRM), marketing automation, and ecommerce functionalities in one suite. It also allows you to segment contacts, send email campaigns, and manage invoices and payments. This platform is best for small businesses that rely on email marketing and value advanced automation tools—provided that they…
DreamHost Review: Does It Really Offer Contract-free Hosting Plans?
By Rain Francisco-Cabasi on September 14, 2021 | Editorial Review, Marketing
DreamHost provides web hosting packages that include domain registration, SSL certificates, and business email. Fees start at $2.59 per month.
Jibble Review: Is It the Right Time Tracking System for Your Business?
By Charlette Beasley on September 2, 2021 | Editorial Review, Human Resources
Jibble is a cloud-based time management solution that allows users to capture employees' clock-ins/outs and work activities for attendance tracking, payroll, and compliance. Its features include geolocation, facial recognition, automated time sheets, overtime calculations, and mobile and desktop apps. Jibble has a free plan, while its paid plans start at $2.50 per active user when…
Planday Review: Is It Right for Your Business?
By Charlette Beasley on August 17, 2021 | Editorial Review, Human Resources
is a scheduling and time-tracking software that lets you create multiple schedules for your business. It has forecasting capabilities to help you anticipate times of increased demand and rules-setting to help you stay compliant with labor regulations. While the mobile app is somewhat glitchy, users say it's overall good software. Plans start at a monthly…
GetSwift Review: Is GetSwift Delivery Right for Your Business?
By Meaghan Brophy on July 23, 2021 | Editorial Review, Retail
is a browser- and app-based delivery management system for small to enterprise-level restaurant, retail, and courier businesses. Starting at 29 cents per delivery, GetSwift offers real-time managing, dispatching, and tracking capabilities. It integrates with several point-of-sale (POS) systems, and you can build additional integrations via the platform's open API. When to Use GetSwift GetSwift is…
Imonggo Review: Is This POS System Right for Your Business?
Imonggo is a straightforward POS system for small shops that need strong inventory tools and a points-based loyalty program. It doesn't offer as many features as the software on our best POS systems list, but it's easy to use and has international sales features. It integrates with Shopify or offers a simple online store for…


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Stephan Dybus is a Visual artist based in Berlin.
Born 1987 in Magdeburg to teenage parents.
Burg Giebichenstein - University of Art and Design Halle.
He loves to copy the artwork of his 7 year old daughter.
He also likes to write poems.
He just quit smoking again.


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MoneyLion PE Ratio 2021-2022 | ML
Price/Book Ratio
Price-FCF Ratio
Current and historical p/e ratio for MoneyLion (ML) from 2021 to 2022. The price to earnings ratio is calculated by taking the latest closing price and dividing it by the most recent earnings per share (EPS) number. The PE ratio is a simple way to assess whether a stock is over or under valued and is the most widely used valuation measure. MoneyLion PE ratio as of January 30, 2023 is 0.00.
Please refer to the Stock Price Adjustment Guide for more information on our historical prices.
Compare ML With Other Stocks
MoneyLion PE Ratio Historical Data
TTM Net EPS
2023-01-30 0.79 0.00
2022-09-30 0.89 $-0.23 0.00
2022-06-30 1.32 $0.32 4.13
2021-09-30 6.77 $0.46 14.72
2021-06-30 9.95 0 0.00
MoneyLion Inc. is a data-driven, digital financial platform. It offers mobile banking and financial membership to take control of their finances. The company operates principally in Sioux Falls and Kuala Lumpur, Malaysia. MoneyLion Inc., formerly known as Fusion Acquisition Corp., is headquartered in New York City.
OppFi (OPFI) United States $0.250B 9.91


[34:00] and the next problem the Medical Fitness Network should try to solve with it's platform. Join the Medical Fitness Network Now for 20% Off.
"For decades, and this even goes back to the 1940's and 50's, there have been medical and health organizations like the American Heart Association, the Diabetes Association, and now there's the Michael J. Fox Foundation - they all just tell people that they should exercise and diet ... and that's it ... they don't send them anywhere!"
"Exercise helps prevent, treat, rehabilitate every chronic disease medical condition in the United States and our nation is having a health crisis. And I don't think people realize how serious it is. There are 100 million baby boomers in the U.S. (and I'm one of them). And in the next 12 years, they're going to be 65 and older. That means that 30% of our population will be 65 and older, and right now according to the CDC, 80% of them have a chronic disease medical condition, and 50% have 2 or more. Right now! ... A lot of people in the fitness industry have talked about exercise is medicine, and that we need to do this, and I've been a fitness professional now for 2 decades and no one has done anything about it!"
"You have to realize that people who can afford personal training are usually people in their 50's or older because you're a car payment to somebody. And those people who can afford your services - trust me - they've had cardiovascular disease, they have arthritis, they've had a knee replacement, so the real market for education in the fitness industry is to learn how to work with our aging population. That's the new "medical fitness" if you will."
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The Rise of the Tech-Savvy Parent
Is the younger generation really digitally superior? Not in my experience
September 26, 2018 March 25, 2019 - by Angela MisriAngela Misri Updated 12:05, Mar. 25, 2019 | Published 11:24, Sep. 26, 2018
iStock / RichVintage
I can see how it would be unsettling to be laughing with your friends, far from the eyes and interruptions of the adult world, when suddenly your mother takes over your computer screen and demands that you call her. What is it like to be a teenager whose mom knows how to remotely turn off your technology when you refuse to answer your phone, text, email, and FaceTime? Keep in mind, I'm the person who fixes my teen's phone when they can't figure out why their apps have disappeared. I'm the person who set up a Tumblr for them to upload the stop-motion videos I also taught them how to do. And I'm the one they'll will come to when their first job requires them to learn the latest software.
It's a common stereotype: if you need to figure out a new piece of technology, you hand it to the youngest member of the family. The media has been publishing articles about adults' apparent tech ignorance for nearly two decades. In 2000, The Economist claimed the "family tech guru" was "far more likely to be a teenager than the father of the house." Perhaps they should have checked with the mother, because that's never been true in my house, where I live with my husband and sixteen-year-old kid.
On a typical day, I'll play World of Warcraft, integrate new software onto our myriad machines, remind everyone to back up their files on the external hard drive, and explain the cool factor of new apps. A few years ago, I even bought my kid a Raspberry Pi as—I thought—a cool entry into building a computer. My kid didn't find software as exciting as I did, and I ended up programming it myself, then sending it to another parent in Montreal to try the same thing with her kid. I'm convinced that I'm not the only nerdy parent out there who knows more about (and is obviously more interested in) technology. In fact, I don't think my kid's lack of tech savvy is at all unique among the younger crowd.
It wasn't always this way. Like many kids growing up in the 1980s, I knew more about technology than my parents and would, with a condescending sigh, reliably fulfill my role as the household's tech genius. Starting at age seven, I set up the VCR to record my mother's favourite soap, Days of Our Lives, and by age twelve, I was the one who dutifully programmed the big-box answering machine. I remember my mom's promise in the face of my technological superiority: someday, my child would supplant me the same way. That may have been a defence mechanism on her part, or it may have been what she actually believed, but the day I started programming in DOS is the day when my child—still fourteen years from being born—started to lose footing in my mom's prophecy.
The assumption of generational supremacy over technology tells us that the generation born in the mid- to late nineties (sometimes called Generation Z, sometimes post-millennials) grew up with the internet, cell phones, and a laptop for every lap and is, therefore, "intuitive" about new technology. This generation is, presumably, intuitive in a way that I, as a member of Generation X, cannot be. But plenty of research contradicts the idea that young people are, as a whole, more digitally connected than us olds.
Roughly the same number of us are plugged into the internet, the supposed domain of millennials. According to a recent study from the Pew Research Center, for example, 97 percent of millennials use the internet; so too do 96 percent of Gen Xers. Even when it comes to being connected on our smartphones there isn't a drastic difference in use. Just under 30 percent of millennials use the internet primarily on their mobile devices, compared with 18 percent of Gen Xers. We're nearly as connected as the "digital natives."
As a mother of a teenager and as someone who teaches first-year journalism to post-millenials, I can also tell you that my generation (the one that, to interact with technology, learned programming growing up) is distinct from today's generation (the one that doesn't need to). Like many of my peers born in the seventies, I learned how to program before website templates existed. Back then, content-management systems, like WordPress or Squarespace, didn't exist. In the absence of all this, I learned how to do things myself. By the time I was in my late teens, I had programmed little games to share with my friends, and I spent every night on message boards gabbing with other like-minded nerds about everything from comic books to politics.
It's true that ancient technology—like the rotary phone and the cassette recorder—pass out of knowledge for a reason: we don't need them anymore. But I do wonder what else we lose when we stop being curious about how things work. And what happens when we use technology daily but have no earthly idea how it works?
Other than growing their own social-media following by checking to make sure their Instagram pics get the correct number of likes every morning, what are the kids building these days? What is their unknowable question they are trying to answer? All our supposed technological advancement seems to have removed two key traits in the experience of technology users: patience and curiosity. In many ways, these are probably the same trait. It takes time to work things out, to understand the structure behind a technology, and it takes curiosity to get lost in that chase. If you're constantly looking for someone else to solve the problem (another app, another software, or your mom)—and worse, you're finding it—then you lose the critical thinking that goes into solving the problem.
Consider the potential consequences of this: the first time I assigned my journalism students the task of uploading their written stories to their school-created blogs, I discovered that many didn't understand how to do certain basic things. Some did not even know which account they needed to be logged into to access their blog. It took even more coaching for most to upload photos or, God forbid, an audio file.
I've spent much of my time as a teacher, both in and out of class, troubleshooting simple technological fixes. Some of these challenges rest in poor critical thinking, and some can be traced to a basic lack of understanding of how the internet and computers work. Ask a random teenager how they would put a video on the internet without YouTube or Instagram or Vevo and you'll likely get a look of confusion. They may even express derision at the idea that they should at least be curious about how to do it. But how do you think the internet was built, young padawan? Because we were trying to answer the unknowable questions.
I'm not the first to notice that the predicted superiority of the younger generation is far from our present reality. In 2017, the journal Teaching and Teacher Education published a paper called "The myths of the digital native and the multitasker," in which the authors conclude that digital natives do not exist. In fact, we all—young and old—could stand to improve our digital skills. The year before, a study by the ECDL Foundation, an international organization "dedicated to raising digital competence standards in the workforce, education and society" concluded that a significant portion of all age groups, including the generation that grew up with computers, lacks basic computer skills. More alarmingly, a 2013 study that assessed the computer- and information-literacy skills of 60,000 eighth graders from twenty-one education systems all over the world found that, even in Ontario, one of the best-performing regions, only 5 percent of students ranked at the highest level, which required using critical thinking while searching for information online.
People like me, who built websites back when < blink > tags (if you don't know what these are, consider yourself lucky) were still a thing have an instinct for how programming language works and, more importantly, how the person who codes them thinks. If Gen Z seems like it has the instincts, it's because we're all literally building apps for them. That's not instinct. It's a learned habit—like a kid hearing a vibration sound and instinctively reaching for their phone. In its study's conclusion, the ECDL Foundation called for more digital-literacy education in our school systems. I couldn't agree more. We cannot assume that just because today's kids and teens were born in an era when everyone can be famous on the internet, they understand the ramifications and power of the machines. We cannot assume they know how to use them or to create new ones. Which takes us back to the beginning: if you don't answer your phone and it's your mom calling, get ready for a technology takeover—because you might have grown up with it, but it answers to your mom.
Angela Misri
Angela Misri is the digital director at The Walrus, and has worked at The Banff Centre and the CBC. She has written about technology and women in technology for The Walrus, the Globe and Mail, CBC Radio, and many other publications.
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Here's a sneak peek at one of the "Other Essays" from L.A. Rollins' The Myth of Natural Rights and Other Essays, which will be published next month. It makes me chuckle.
Hahaha! Very refreshing. I would only add, "And stop threatening that Salman Rushdie, you should have better things to do!"
Thanks, Sister Wolf. Although perhaps Allah's henchmen will soon have a smaller fish to fry. I just received a letter from L.A. Rollins where he explains that he is in the process of expanding his "Open Letter" into a book-length animadversion.
I've told them about the impending publication of The Myth of Natural Rights and Other Essays. And I've told them about "An Open Letter to Allah," -- that it insults Allah, the Koran, and Muhammad (piss be upon him). Maybe I can get some Muslims out rioting about the book and generate some free publicity.
Anyway, watch out if you notice any strange guys wearing turbans."
The problem here is that it gets personal.
There is an atheist saying, that we simply believe in one fewer god than the next person. That is to say, a member of any of the monotheistic religions doesn't believe in tens of thousands of deities held at one time or another by others. But they believe in their own. Atheists don't believe in those tens of thousands of deities either. As well as that last single one.
While I share your sense that Allah/the Koran is all a bunch of cruel silly small-minded nonsense, a boys' club whose criterion for entry is that you believe absurdities, or pretend to, I don't see it as any more silly, pissy, dangerous, or dumb than the Church of the Walking Cannibal Zombie (christianity), or the Church of the Pissed-Off Goat-Farmer Sky God (Judaism), or the Church of the Reptoid Body Thetans (Scientology), or the Church of Our Own Ego (Unitarians), or the Church of Westward Ho (LDS)...and so on, and so forth.
I also like that bumper sticker that says, "If you don't want me to laugh at your beliefs, less silly beliefs."